P..O.  ?\K 

L,  Vi/ER 


THE  LIBRARY 
OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


. 
-AS,  TEXAC 


. 


The  INTRODUCTION  to  this  work  contains  a  sketch  of  the 
growth  of  the  Pictorial  representation  of  Thought,  and  the 
subsequent  Alphabetic  representation  of  Speech. 

The  PHILOSOPHY  OB  SPEECH  ,  commencing  on  page  22, 
explains  the  functions  of  the  vocal  and  articulating  organs, 
and  an  attempt  is  made  to  present  a  satisfactory  arrangement 
and  nomenclature  of  the  sounds  of  speech. 

The  EXPLANATION  OP  PHONOGRAPHY  commences  on  page  31. 
The  student  who  desires  simp'y  to  acquaint  himself  with  a 
brief  and  legible  system  of  shorthand  writing,  may  commence 
at  this  page. 

The  PHOKOGRAPHIC  SYSTEM,  it  is  believed,  is  presented  in 
an  orderly  sequence  of  Explanations  and  Exercises.  The  stu- 
dent's rule  should  be,  first,  to  read  the  letter  press  explanations; 
next,  to  read  and  afterwards  to  write  the  Phonographic  Exer- 
cises on  the  opposite  page  :  and  then  to  test  his  acquaintance 
with  that  part  of  the  system  under  consideration,  by  writing 
the  corresponding  lesson  from  the  Writing  Exercises.  The 
Writing  Exercises,  commencing  on  page  105,  must  not  be 
neglected  by  the  student  who  desires  to  fully  master  the  art. 

The  Tabular  arrangement  of  the  System,  Logographs.  etc., 
commencing  on  page  90,  is  intended  for  reference,  when  the 
student,  having  ceased  copying,  begins  to  write  exercises 
from  his  acquired  knowledge  of  the  art. 


448643 


INTEODUCTION. 


5  p  CCCl] .  The  intellect  of  man  and  his  gregarionsness 
render  the  possession  of  an  easy,  rapid  means  of  communi- 
cating thought,  a  necessity  of  his  existence.  This  necessity, 
however,  is  not  more  significant  of  his  superiority  over  the 
remainder  of  the  animal  creation,  than  is  the  wonderful  mech- 
anism by  which  the  need  is  supplied, —  an  articulating  vocal 
organism.  Though  the  voice  of  man  is  surpassed  in  power 
by  that  of  many  brutes,  and  in  sweetness  by  the  delicate 
pipes  of  the  majority  of  the  feathered  creation ;  in  variety 
and  range  it  is  approached  by  none ;  and  in  no  animal,  save 
man,  can  a  power  of  clear,  distinct  articulation  be  found. 
What  a  blessing  this  gift  which  man  daily  uses  with  so  lit- 
tle heed,  really  is  to  him,  they  only  can  tell,  who,  for  any 
lengthened  period,  have  been  deprived  of  its  exercise.  Great- 
est, next  to  the  breath  of  life,  of  all  God's  provisions  for  man, 
is  Speech.  Whether  the  articulating  and  vocal  organism  of 
man  was  first  exercised  upon  a  language  ready  made  for  his 
use,  or  whether  he  was  left  to  construct  one  by  successive 
and  repeated  imitations  of  the  innumerable  sounds  which  the 
great  Mother  Nature  peals  from  her  boundless  organ,  is  a 
question  that  has  long  afforded  food  for  speculation  to  the 
philosopher  and  the  antiquarian;  but  the  origin  of  language, 


INTRODUCTION. 


like  the  origin  of  all  the  other  inherent  powers  of  man,  must 
ever  remain  the  subject  of  theory  and  conjecture,  beyond 
demonstration,  and  certain  only  to  the  eye  of  Faith. 

frisucil  Srnnbols  of  till)  cut  13  l)t.     The  use  of 

peech,  as  a  medium  of  communication  between  man  and  man, 
is  necessarily  confined  to  those  who  are  within  the  reach  of 
each  other's  voices;  but  as  with  speech  came  the  expansion 
of  thought,  and  as  that  expansion  increased  man's  necessities, 
it  was  soon  found  that  a  mode  of  intercommunication  was 
needed  which  would  reach  the  distant,  in  time  or  in  place. 
The  absent  husband  who  needed  to  send  or  to  receive  tidings 
from  his  home,  the  legislator  who  wished  to  perpetuate  the 
wise  decrees  he  had  framed,  the  poet  who  burned  to  have 
the  inspirations  of  the  Gods  transmitted  to  posterity,  the  war- 
rior who  had  orders  to  forward, —  all  needed  some  more  du- 
rable and  farther-reaching  means  of  transmission  for  thought 
than  the  limited  power  of  the  vocal  organs  could  supply. 
Thus,  from  the  civilization  which  speech  bestowed,  grew  the 
imperative  necessity  for  visual  representations  of  thought. 

If  we  may  surmise  from  the  misty  records  of  antiquity, 
the  warrior,  probably,  was  the  first  who  employed  a  symbol 
to  represent  a  thought.  The  pride  of  triumph,  or  the  straits 
of  distress  would  soon  frame  a  sign  of  their  own  existence. 
A  flag,  a  piece  of  armor,  any  object  might  be,  and  was,  used 
as  a  representative  of  thought,  and  with  a  judgment  and  ad- 
aptation which,  at  times,  were  truly  beautiful.  Few  have 
forgotten  how  the  hero  of  Koordistan  summoned  his  followers 
to  the  field  by  the  circulation,  from  tent  to  tent,  of  the  ar- 
rows of  his  quiver:  each  arrow  represented  his  need  of  five 
thousand  horsemen ;  his  quiver  itself  was  a  call  to  twice  that 


INTRODUCTION.  7 

number;  and  his  bow  was  the  signal  that  gathered  to  the 
field  the  mighty  host  that  conquered  the  "City  of  the  Prophets." 
The  beacon-fire  that  threw  its  glare  from  the  lofty  peak 
for  miles  upon  the  plain  below,  and  invoked  an  injured  people 
to  free  their  land  from  a  foreign  yoke,  is  one  of  those  modes 
of  writing  not  altogether  discontinued  even  in  our  own  day. 
Often  does  its  use  in  Eastern  warfare  recall  the  stirring  lines 
of  the  lexicographer. 

"  From  hill  to  hill  the  beacon's  rousing  blaze 
Spreads  wide  the  hope  of  plunder  and  of  praise; 
The  fierce  Croatian,  and  the  wild  Hussar, 
With  all  the  sons  of  ravage  crowd  the  war." 

The  gay  bunting  streaming  from  the  mast  head,  has  been 
made  to  convey  thought  with  a  distinctness  and  accuracy 
almost  equal  to  speech  itself;  and  the  arms  of  the  spider-like 
telegraph  have  conveyed  from  the  Straits  of  Dover  to  the 
Pyrenees,  news  that  affected  the  fate  of  Europe. 

()  I C  r  0  01 1 11  f)  I)  U  5 .  But  the  use  of  these  national  sym- 
bols could  never  come  within  the  reach  of  individual  neces- 
sities :  they  could  not  even  satisfy  the  more  subtle  wants  of 
that  ruling  portion  of  mankind  in  the  olden  time,  the  priest 
or  the  law  maker.  Something  was  needed  by  the  private 
individual  that  could  travel  far  without  publicity;  the  priest 
required  some  means  of  symbolizing  to  his  order  the  mysteries 
of  religion,  without  revealing  their  hidden  import  to  the  pro- 
fane multitude;  the  legislator  too,  wished  within  small  compass 
and  in  durable  form,  to  retain  for  the  benefit  of  succeeding 
generations,  his  ever  multiplying  laws  and  decrees.  The  priest 
would  seem  to  have  been  the  first  who  supplied  the  need, 


INTRODUCTION. 


and  this  in  a  manner  at  once  natural,  cumbersome,  and  mystic. 
He  devised  picture-writing,  merely  representing  objects  by 
a  rude  portraiture  of  them,  in  his  early  and  crude  attempts : 
his  second  effort  was  to  symbolize  thought  by  pictures  of 
those  objects  that  seemed  to  possess  qualities  analogous  to 
the  thought  he  wished  to  convey.  The  slowness  and  difficul- 
ty of  this  system  unfitted  it  for  general  usage ;  a  modification 
of  it  however,  was  soon  adopted.  A  vague  contour,  or  outline 
became  the  representative  of  the  object,  then  of  the  quality 
most  prominent  in  the  object,  and  at  last  of  the  first  sound 
uttered  in  naming  the  object.  This  may,  perhaps,  be  considered 
the  first  step  towards  a  general,  or  even  universal,  method 
of  writing,  for  it  could  not  long  be  practised  without  grow- 
ing into  a  natural  alphabet;  and  till  an  alphabet  had  grown 
out  of  the  picture-writing,  the  general  use  of  writing  was  an 
impossibility;  for  compactness  and  completeness  are  necessities 
which  the  masses  must  ever  require  in  the  instrumentalities 
which  they  daily  use.  The  hieroglyphic  systems  never  could 
become  complete,  because  of  the  infinity  of  material  objects 
in  nature,  and  of  thoughts  and  feelings  within  man  himself. 
But  as  the  sounds  used  in  speech  are  limited  in  number,  any 
near  approach  to  a  complete  representation  of  them,  rendered 
a  very  general  employment  of  writing  possible. 

UTI)£  xUpl)Clbtt:  3tS  PtffusiQU.  No  sooner 
had  sound,  instead  of  things  and  thoughts,  become  symbolized 
by  pictures,  than  the  pre-existing  tendency  to  looser  delinea- 
tion became  stronger  and  more  decided,  till  finally,  the  drawing 
lost  all  resemblance  to  the  original;  and  it  would  be  difficult 
for  us  to  recognize  in  the  first  letter  of  our  alphabet,  the 
head  of  Apis,  the  Sacred  Bull. 
I .__( 


I — 

INTRODUCTION. 


It  is  in  Phoenicia  that  we  first  trace,  with  any  certainty, 
the  existence  of  a  regular  Alphabet.  The  Phoenician  was  a 
colonizer  from  Egypt,  the  commercial  man,  the  Englishman 
of  antiquity,  and  the  civilizer  of  the  olden  world.  With  his 
manufactures,  he  spread  his  civilization ;  and  we  dare  not 
assert,  as  has  been  done,  that  the  Greek  alone  received  his 
Alphabet  from  the  Phoenician ;  but  wherever  others  obtained 
their  letters,  there  can  be  no  doubt  that  directly,  or  through 
the  Greek,  all  the  nations  of  south-western  and  central  Europe 
are  indebted  for  their  Alphabets  to  the  countrymen  of  Dido. 
The  Roman  received  his  Alphabet  from  the  Greek,  modifying, 
altering,  and  extending  it  to  suit  his  very  different  and  in- 
ferior language.  This  Roman  Alphabet  followed  the  Roman 
legions,  and  was  used  from  the  banks  of  the  Euphrates  to 
the  Western  Ocean,  and  from  Dacia  to  Mount  Atlas.  With- 
in these  ample  limits,  during  the  reign  of  the  Antonines, 
Roman  jurisprudence  was  administered  in  the  Latin  tongue; 
and  the  learned  and  the  polite,  throughout  the  provinces  of 
the  vast  empire  of  the  Csesars,  spoke,  or  at  least  wrote,  the 
Latin  language,  using  the  Roman  Alphabet.  Wherever  the 
Germanic,  or  other  barbaric  hordes,  touched  on  the  confines 
of  the  empire,  they  came  in  contact  with  the  Roman  Alpha- 
bet; and  w'hen  at  last  they  shattered  Rome,  they  snatched, 
with  other  remnants  of  its  civilization,  some  of  its  literature, 
much  of  its  language,  and  its  Alphabet.  This  Alphabet,  un- 
fit to  clothe  the  sonorous  language  of  the  Greek,  was  still 
less  adapted  to  the  gutturals  of  Goth,  Longobard,  Frank,  Hun 
and  Vandal;  who,  lacking  the  ingenuity  to  devise  Alphabets 
suited  to  the  various  sounds  of  their  rude  dialects,  strove 
to  fit  to  them  that  of  the  Roman.  In  so  doing,  what 


10  INTRODUCTION. 


phonetic  character  there  was  in  that  'Alphabet  was  almost 
completely  lost.  It  was  in  this  manner  that  the  Latin  Al- 
phabet became  wholly,  or  in  part,  that  of  the  various  tongues 
of  Europe ;  and  Britain,  whose  language  was  destined  to  be 
evolved  from  an  indefinite  number  of  barbarous  dialects  and 
mutilated  languages,  has  striven  to  represent  by  it  the  mag- 
nificent whole  which  has  grown  from  materials,  in  their  origin, 
incongruous  and  unlike. 

<£?  r  0 IU 1 1)  0  f  (£  II  0|  1 1 0 1) .  The  first  language  spoken 
in  Britain  was  probably  Cymraeg  in  its  origin,  but  mixed 
with  dialects  of  the  Belgae.  To  this  language  was  added, 
by  the  conquering  Saxons,  a  flood  of  words  and  idioms  in 
which  the  first  tongue  of  Britain  was  almost  wholly  lost.  Since 
the  invasion  of  England  by  the  Saxons,  the  body  of  the  English 
language  has  been  Saxon,  or,  more  correctly,  Anglo-Saxon; 
but  this  Anglo-Saxon  was  not,  for  a  long  time,  the  written 
language  of  the  island.  England  changed  rulers  freely  and 
quickly,  before  the  eleventh  century,  and  Saxon  and  Dane, 
and  Dane  and  Saxon  repeatedly  gave  laws  to  the  people,  and 
language  to  the  court.  From  the  court  and  church',  much  Dan- 
ish slipped  into  use  among  the  people ;  and  when  the  Norman 
brought  a  strange  law  and  a  new  hybrid  language  into  Brit- 
ain, the  common  language  was  already  compounded  of  very 
many  others.  The  court  of  the  conqueror,  and  of  the  con- 
queror's descendants,  for  many  reigns,  heard  and  spoke  but 
little  Saxon  English.  At  the  bar  the  Norman  and  Latin  were 
the  languages  used;  on  the  field,  the  knight  shouted  a  Nor- 
man watchword  to  his  Saxon  followers;  and  thus,  by  degrees, 
portions  of  the  mongrel  Norman  were  incorporated  with  the 
tongue  of  the  Saxon  people. 


INTRODUCTION.  1] 


Of  digits  I).  To  represent 
the  language  that  grew  out  of  these  various  elements,  by  an 
alphabet  never  intended  for  more  than  one  of  them,  was  an 
impossibility  ;  at  least  to  do  it,  and  adhere  to  the  true  pho- 
netic principle  of  representing  each  sound  by  a  sign  peculiar 
to  itself.  Among  the  confused  dialects  and  languages  which 
had  fused  into  English,  many  were  the  sounds  that  the  Lat- 
in tongue  never  possessed.  There  was  but  one  way  in  which 
a  representation  of  the  English  tongue  could  possibly  be  eked 
out,  with  this  too  limited  alphabet:  this  was  by  a  combina- 
tion of  several  letters  to  represent  such  elementary  sounds 
as  were  unknown  in  the  Latin  tongue,  and  unprovided  for 
by  its  alphabet.  But  even  this,  the  next  best  thing  to  a  pure 
phonetic  representation,  the  old  writers  did  not  always  at- 
tempt to  do,  for  they  as  often  endeavored  to  picture  the 
original  orthography,  as  to  represent  the  original  sound  of 
newly  adopted  words.  That  such  a  representation  of  such 
a  language  could,  in  typeless  times,  be  either  fixed  or  phil- 
osophic, was  impossible.  Therefore  we  find  in  the  manuscripts 
written  either  before  or  soon  after  the  Conquest,  an  ortho- 
'  graphic  confusion  unequalled  in  any  other  language  then 
written,  not  excepting  the  French. 

The  taking  of  Constantinople  in  1453,  having  vivified  the 
literature  of  Italy,  the  researches  begun  by  Petrarch  and  Dante, 
were  continued  under  the  auspices  of  the  house  of  Medici,  by 
such  men  as  Politiano,  and  Pico.  Learning  and  investigation 
once  more  occupied  mankind.  From  Itah',  the  revival  spread 
through  Germany  into  England  ;  and  the  invention  of  print- 
ing rendered  lasting  and  secure  the  love  of  intellectual  pursuits, 
which  might  have  proved  but  a  passing  whim.  Writers 


i2  INTRODUCTION. 


began  to  multiply  in  England;  and  the  new  art  was  soon  wide- 
ly used.  In  its  first  efforts,  the  orthography  of  the  English 
press  was  as  unsettled  and  uncouth  as  that  of  the  scribe; 
but  the  caprices  of  proof  reader  and  of  printer  slowly  grew 
into  a  sort  of  rule  in  orthography,  and  the  habit  of  ignorance 
has  gradually  become  a  law  to  an  age  of  knowledge.  But 
the  evil  did  not  stop  here,  for  though  the  press  put  some 
check  on  the  vagaries  of  orthography,  it  could  put  none  on 
those  of  pronunciation.  The  courtier  marked  his  rank  by  a 
manner  of  speech  differing  from  that  of  the  plebeian.  Through- 
out the  reigns  of  Charles  II,  William  III',  Queen  Anne,  and 
the  four  Georges,  and  even  to  the  present  day,  an  affected  pro- 
nunciation has  distinguished  the  upper  classes.  This  pronun- 
ciation of  course  the  lower  orders  strove  to  imitate,  and  the 
speech  of  both  classes  departed  more  or  less  from  the  sounds 
already  so  imperfectly  represented  by  the  orthography  which 
their  limited  alphabet  had  forced  upon  them.  Thus  it  was  that, 
before  the  age  of  printing,  spelling  departed  from  its  phonetic 
character;  and  after  the  press  had  fixed  that  which  it  found, 
with  all  its  anomalies,  speech,  controlled  by  the  vanities  of 
class,  was  forced  to  abnegate  almost  wholly  all  phonetic  re-  ' 
lation  with  its  printed  or  written  representative.  In  this  way 
has  our  strong  and  masculine  language  slowly  become  invested 
with  a  garb  altogether  unfitted  for  it.  The  principle  of  pho- 
netic representation,  though  ostensibly  adhered  to,  has,  in 
reality,  been  lost;  and  our  present  system,  or  rather  confused 
substitute  for  a  system,  is  purely  ideographic.  The  etymo- 
logical treasures  existing  only  for  a  few,  and,  sometimes,  only 
in  the  imagination  of  that  few,  are  but  a  poor  equivalent  for 
the  brevity  and  beauty,  the  ease  and  correctness,  which,  with 


INTRODUCTION.  13 

phonetic  representation,  has  dwindled  from  mankind  through 
the  revolutions  of  ages.  Whatever  may  have  been  the  pro- 
gress of  man  in  science  or  in  art,  in  the  representation  of 
language  he  has  been  moving  backward.  The  greatest  evil 
which  mankind,  especially  the  Anglo-Saxon  race,  suffer  from 
the  loss  of  a  philosophic  system  of  writing,  is  an  incalculable 
waste  of  time.  But  this  is  not  to  be  attributed  solely  to  our 
ideographic  orthography,  the  individual  forms  of  letters  used 
in  writing  (  with  printing  I  now  have  nothing  to  do,)  are  te- 
dious and  elaborate.  Combinations  of  letters  to  represent 
simple  sounds,  and  the  complex  and  difficult  forms  of  these 
letters  themselves,  are  the  causes  why  man,  in  an  age  when 
every  moment  is  precious  as  hours  in  days  gone  by,  is  forced 
to  expend  an  amount  of  time  five-fold  greater  than  he  need 
to  use  in  the  transmission  or  fixture  of  his  thoughts. 

2Cecft  Of  5  !)Ortl)aniJ.  The  growth  of  the  trader 
class  during  the  Tudor  dynasty  in  England,  and  the  great 
increase  of  interest  taken  in  legal  and  parliamentary  affairs  by 
the  middle  classes,  multiplied  the  uses  of  writing.  The  pen 
became  an  instrument  as  necessary  in  the  seventeenth  cen- 
tury as  the  sword  and  the  herald  had  been  in  the  eleventh 
and  twelfth.  Thoughts,  and  the  causes  of  thought,  increased 
in  mathematical  progression;  yet  the  pen  received  no  aid  in 
its  endeavors  to  record  them ;  but  from  the  increasing  diverg- 
ence of  speech  and  its  visual  representation,  already  alluded 
to,  its  operations  met  with  accumulating  impediments.  Men 
drudged  and  drudged,  till  finally  the  drudgery  could  last  no 
longer,  without  calling  forth  some  attempt  to  remove  it. 

<25ai'ln    SrjsteillS.       A  scheme  for  a  new  and  briefer 


INTRODUCTION. 


system  of  writing  was  projected  in  the  busy,  colonizing,  and 
fighting  age  of  Raleigh  and  of  Cecil.  Speed  was  the  grand 
aim  of  the  system,  but  speed  is  only  one  of  the  requisites  of 
writing.  This  system  was  devised  by  Dr.  Bright,  Tvho  ded- 
icated his  book  to  Elizabeth :  it  was  founded  upon  the  existing 
alphabet,  and  therefore  must,  like  it,  have  been  forced  to 
express  by  combinations  what  should  have  been  represented 
by  single  characters.  Strange  to  say,  in  that  same  reign  an- 
other observer  of  the  evils  of  the  English  alphabet,  attempted 
to  reinstate  the  old  Phonetic  principle.  Whether  Dr.  Bright 
was  aware  of  this  attempt,  we  cannot  now  tell.  His  effort  to 
provide  a  rapid  system  of  writing  failed  of  general  accept- 
ance; and  would  not  be  noticed  here,  had  it  not  been  the 
first  known  in  England. 

The  need  of  a  swift  method  of  writing  had  been  felt  in  an 
earlier  civilization;  for  the  Forum  of  Rome  had  shown  that 
civilization  augments,  with  its  own  increase,  the  necessity  of 
a  rapid  and  secure  means  of  representing  thought.  Cicero 
had  his  speeches  and  those  of  others  written  in  a  briefer  char- 
acter than  the  Roman  alphabet.  Traces  of  the  system  have 
come  down  to  us ;  and  to  one  Tyro,  a  freedman  of  the  Con- 
sul's, is  attributed  its  invention.  The  Roman  civilization, 
when  at  its  acme,  like  that  of  Britain,  needed  and  strove  to 
obtain  an  easy  means  of  intercommunication  for  thought;  and 
we  shall  hereafter  find  a  greater  Consul  in  modern  times, 
driven,  by  the  many  requirements  of  his  position,  to  impro- 
vise a  system  of  Shorthand. 

After  the  busy  court  days  of  Elizabeth,  to  the  restoration 
of  Charles  II,  the  need  of  a  Shorthand  was  not  diminished 
by  the  parliamentary  contests  that  ended  in  the  execution  of 


INTRODUCTION.  15 


Charles  the  first.  We  find  that  from  Bright's  attempt  down 
to  the  establishment  of  constitutional  freedom  in  England,  no 
fewer  than  thirteen  different  systems  were  devised;  and  faith- 
fully did  these  systems  mirror  the  spirit  of  the  age  that  called 
them  forth.  In  all  of  them  innumerable  special  provisions 
were  made  for  the  brief  expression  of  religious  sentences  and 
Bible  phraseology.  But  as  Puritanism  gave  place  to  secular 
politics,  the  systems  of  brief  writing  in  the  latter  half  of  the 
eighteenth  century,  like  those  of  the  nineteenth,  abounded 
more  in  expedients  for  the  representation  of  legal  and  parlia- 
mentary phrases.  In  1758,  a  system  of  shorthand  was  pub- 
lished by  Mr.  Angell.  It  was  based,  like  that  of  Bright's, 
upon  the  imperfect  Roman  alphabet.  So  confident,  however, 
of  its  excellence  and  of  his  own  ability  was  Angell,  that  he 
asked  the  favor  of  an  introduction  for  his  work  from  Dr.  Sam- 
uel Johnson,  who  had  himself  been  a  reporter.  The  great 
lexicographer  was  as  fully  alive  to  the  need  of  a  better  and 
briefer  system  of  writing  as  to  that  of  a  dictionary.  He  seems 
to  have  listened  to  Angell  with  much  interest.  He  waddled 
from  his  chair  to  his  shelves,  took  a  book  and  read,  desiring 
Angell  to  write  as  he  spoke.  ( Angell  had  professed  his 
ability  to  do  so,  and  endeavored  to  make  good  the  asser. 
tion.)  The  words  come  steadily  and  freely  from  the  great 
reader:  the  pen  of  Angell  moves  swiftly,  but  now  he  loses 
a  word,  two  words,  a  whole  sentence  escapes  him,  and  finally, 
his  inability  to  follow  the  Dr.  becomes  evident.  Johnson,  the 
laziest  of  great  men,  states,  with  a  sigh,  his  belief  that  a 
means  of  writing  with  the  facility  and  ease  of  speech  is  an 
impossibility.  Notwithstanding  this,  the  Dr.  has  left  us  an 
opinion  of  the  needs  and  uses  of  shorthand  which  fully  proves 


16  INTRODUCTION. 


how  thoroughly  his  sagacious  mind  appreciated  its  importance 
to  civilized  society.  Eight  years  previous  to  Angcll's  inter- 
view with  Johnson,  a  wiser  idea  of  the  requirements  of  short- 
hand, and  indeed  of  all  lingual  representation,  printed  or 
written,  had  been  entertained  by  Mr.  Tiffin,  who  published 
a  system  of  shorthand  in  1750.  This  system,  leaving  the 
inconsistent  and  insufficient  Latin  alphabet,  attempted  to  rep- 
resent the  sounds  of  the  English  language,  thus  returning  to 
the  true  principle  of  alphabetic  writing.  The  system  of  Tiffin 
was  followed  by  many  others,  some  phonetic,  some  partially 
so,  but  the  majority  mere  providers  of  simpler  signs  for  the 
representation  of  the  Romanic  alphabet.  Of  all  these  systems 
little  use  was  made  by  any  save  those  who  used  them  for 
professional  reporting.  Reporting,  however,  is  only  one  among 
the  many  uses  for  which  mankind  need  a  short  system  of 
writing.  A  shorthand  is  needed,  or  rather  was  needed,  that 
would  afford  advantages,  in  time-saving  and  health-saving,  to 
those  who,  in  every  branch  of  human,  industry,  are  obliged 
to  use  the  pen,  as  the  guide,  the  help,  or  the  exponent  of 
their  business.  But  although  the  early  systems  were  not 
adapted  to  the  requirements  of  the  masses,  and  were,  there- 
fore, never  generally  adopted,  they  all  were  instrumental  in 
rendering  possible  and  certain  the  advent  of  a  system  fitted 
for  the  most  general  acceptation.  They  who  devised  these 
various  systems,  tried  to  find  the  simplest  characters;  and 
when  the  lasting  resurrection  of  the  phonetic  idea  took  place, 
tested  signs  and  ascertained  characters  were  ready  to  be  ap- 
plied to  it.  Before  entering  upon  the  system  that  realized 
the  hopes  of  Cicero  and  of  Johnson,  let  us  not  refuse  a  part- 
iug  word  of  gratitude  to  the  Stenographers  who  attempted  to 


r 


INTKOM/CTION.  17 


give  mankind  a  boon  second  only  to  that  of  speech.  They 
failed,  not  from  lack  of  ability  or  perseverance,  but  because 
the  veil  which  centuries  had  woven  round  the  true  principle 
of  lingual  representation,  was  too  weighty  to  be  removed  by 
the  unassisted  strength  of  any  individual. 

P!)0110rjrapI)T).  jn  1837,  Mr.  Isaac  Pitman,  of 
Bath,  Engl&nd,  published  a  system  of  shorthandj  under  the 
title  of  "  Stenographic  Soundhand."  This  publication  quietly 
sold,  but  excited  no  general  interest.  Three  years  later  the 
Penny  Post  law  was  passed  in  England,  and  that  same  year 
beheld  the  publication,  by  Mr.  Pitman,  of  a  small  sheet  en- 
titled "  Phonography."  Either  event  was  alike  significant  of 
the  needs  of  the  age.  An  entire  system  of  writing  was  e- 
laborated  on  this  sheet;  a  system  so  simple  and  philosophic 
in  its  principles,  tending  so  certainly  to  that  combination  of 
celerity  and  legibility  which  are  the  great  requisites  of  a 
system  of  writing  for  the  masse?,  that  it  attracted  great  at- 
tention among  many  men  in  England.  Suggestions  for  the 
improvement  of  the  system  were  forwarded  to  its  ingenious 
inventor  from  many  quarters.  Men  willing  to  spread  the 
knowledge  of  an  art  which  promised  to  be  so  useful  to  civ- 
ilized man,  travelled  over  England,  Scotland,  and  Ireland, 
pioneered  by  some  of  the  inventor's  own  brothers.  Ever  im- 
proving with  its  spread,  the  art  assumed  consistency  and 
importance,  till  it  finally  became  recognized  by  many  emi- 
,  nent  men  as  one  of  the  most  useful  inventions  of  the  age. 
Its  legibility  and  ease  of  acquisition  soon  caused  it  to  drive 
away  the  arbitrary  stenographies,  out  of  which  it  had  itself 
insensibly  grown.  But  this  was  not  all,  for  Phonograph)'  not 
only  supplied  the  place  of  all  the  systems  that  had  preceded 


18  INTRODUCTION. 


it,  but  it  also  met  requirements  which  the  stenographic  systems 
had  never  attempted  to  satisfy.  It  offered  and  offers  to  the 
merchant,  the  lawyer,  the  editor,  the  author,  the  divine,  and  the 
student,  a  means  of  correspondence  and  of  recording-  thoughts 
and  events,  with  a  velocity  five-fold  greater  than  they  ever 
could  attain  by  the  use  of  the  common  script.  And  upon  the 
reporter  it  has  at  last  bestowed  the  means  of  secure  and  leg- 
ible verbatim  reporting,  a  power  unknown  before  its  advent, 
for  the  old  stenographers  were  forced  almost  invariably  to 
memorize  much  of  their  reports,  and  that  portion  of  them 
which  they  did  indite  was  illegible  to  all  save  the  writer, 
and  often  even  unto  him.  But  now,  by  the  aid  of  Phonog- 
raphy, the  stirring  and  important  words  of  the  statesman, 
the  sacred  oratory  of  the  pulpit,  and  the  instructive  lessons 
of  the  lecturer,  are  being  daily  transferred  to  the  note  book 
of  the  Phonographer,  with  a  vivid  distinctness,  and  accuracy, 
which,  to  the  writer  of  longhand,  and  even  to  the  stenographer, 
must  appear  little  less  than  miraculous.  He  who  has  stood 
by  the  side  of  a  Phonographic  reporter,  and  beheld  his  steady 
pen  paint  the  flying  words  of  a  rapid  speaker,  can  never 
forget  the  feelings  of  wonder  and  admiration  which  the  sight 
never  fails  to  call  forth.  And  when  we  inform  the  reader 
that  even  when  written  at  verbatim  speed.  Phonographic  writ- 
ing has  frequently  been  handed  to  the  compositor  and  used 
by  him  as  .copy  from  which  to  set  his  types,  he  cannot  but 
be  ready  to  acknowledge  that  great  indeed,  and  wonderful,  is 
the  boon  which  Mr.  Isaac  Pitman  has  bestowed  upon  the 
Anglo-Saxon  race. 

J3ciuflt0   of  JJl)OUOgrapl)t).          While  the  pre- 
servation of  the  sermon  and  the  lecture,  the  speech  and  the 


IXTRODCCT'ON.  19 


debate,  is  the  greatest  triumph  of  Phonography,  the  art  can. 
also  confer  other  benefits,  which,  though  less  striking  to  the 
casual  observer,  will,  to  the  reflecting  mind  appear  equally 
important.  The  lawyer,  who,  in  his  study  is  under  the  ne- 
cessity of  constant  annotation  and  frequent  extracting,  should 
hail  Vith  delight  a  system  of  shorthand  so  well  calculated  to 
slacken  his  chains;  and  in  the  court  room,  where  not  un- 
frequently  the  wealth  or  poverty  of  a  family,  the  life  or  death 
of  a  client,  hang  upon  his  exactness,  how  incalculably  val- 
uable to  the  counsel  is  the  means  of  recording  fully  the  ar- 
guments of  an  opponent,  or  the  evidence  of  witnesses.  By 
the  student,  whose  sunken  eye  and  pallid  cheek  so  often 
bear  melancholy  testimony  that  the  close  room  and  the  mid- 
night lamp  are,  by  weakening  his  frame,  undermining  the 
intellect  which  he  so  assiduously  strives  to  invigorate,  this 
rapid  and  easy  means  of  writing  should  be  received  with  grate- 
ful avidity,  as  an  invaluable  aid  that  will  enable  him  with 
one  fourth  of  his  present  mental  and  physical  labor,  to  mem- 
orize that  knowledge  for  which  he  pays  so  fearful  a  price. 
The  divine,  the  author,  and  the  editor,  whose  professions 
bind  them  as  with  a  hand  of  iron,  to  a  drudgery  as  great  as 
that  of  Sisyphus,  should  beware  how  they  neglect  an  art  by 
the  knowledge  of  which  they  might  so  materially  lessen  the 
drudgery  of  their  daily  toil. 


(Capabilities.  The  rapidity  of  Phonographic 
writing,  like  that  of  the  common  script,  must  vary  first  with 
the  organism  of  the  writer,  and  secondly  with  the  amount  of 
his  practice.  The  majority  of  expert  Phonographers,  us- 

ually write   about   five-fold   quicker   than   they  could   by  the 
ordinary  longhand,  and  how  great  is  the  maximum  of  speed 


20  INTRODUCTION. 


which  may  be  attained  in  Phonographic  writing,  will  best  be 
shown  by  the  following  well  authenticated  notice  by  Dr. 
Campbell,  in  the  "British  Banner,"  of  a  discussion  which 
took  place  in  London,  between  Mr.  Grant  and  Mr.  Plolyoke. 

"  Mr.  Grant  closed  the  discussion  less  by  adding  to  the  argu- 
ment on  the  atonement  than  by  a  summary  of  the  entire 
subject,  which  he  had  thoroughly  elaborated  beforehand,  and 
which  he  uttered  with  a  rapidity  scarcely  conceivable.  This 
is  one  of  the  most  remarkable  features  of  this  very  exciting 
scene.  Even  the  late  Lord  Jeffery  was  a  very  deliberate 
speaker  compared  with  Mr.  Grant,  whose  words  go  forth 
with  the  rapidity  of  lightning.  The  wonder  of  the  per- 
formance is  not  diminished  by  the  fact  that  every  articulation 
is  perfectly  distinct;  not  a  word  is  lost  in  the  remotest  cor- 
ner of  that  vast  edifice.  The  vocal  and  the  intellectual 
apparatus  seem  so  perfectly  adapted  to  each  other  that  they 
assume  the  appearance  of  a  special  creation  for  the  purpose. 
Without  break,  or  breath,  or  pause,  and  strange  to  say,  some- 
times without  the  slightest  motion  or  gesticulation  beyond  the 
extension  of  one  or  other  of  his  hands,  he  darts  along  with 
a  swiftness  to  which  nothing  in  nature  supplies  a  parallel, 
except  perhaps  the  partridge  or  the  plover  when  alarmed  by 
the  report  of  a  fowling  piece,  when  the  motion  of  the  wing, 
is,  from  its  rapidity,  scarcely  perceptible.  That  even  he  can 
be  reported  verbatim,  is,  perhaps,  the  highest  achievement  of 
modern  shorthand:  such,  however,  is  the  fact. 

"One  of  the  reporters,  (for  several  were  engaged,)  devotes 
to  Mr.  Grant  his  special  attention  and  defies  him !  Never 
was  there  a  more  extraordinary  illustration  of  the  power  of 
that  beautiful  art,  to  which  mankind  owes  so  much.  In  the 


INTRODUCTION.  21 


case  of  this  gentleman  there  is  no  oppressive  dragging  with 
a  dozen  or  more  words  in  the  memory.  The  pen  is  quite  a 
match  for  the  tongue,  so  that  when  the  speaker  ceases,  the 
writer  ceases.  One  hardly  knows  which  most  to  admire,  the 
man  of  the  tongue,  or  the  man  of  the  pen." 

Thus  has  Dr.  Johnson's  prophecy  been  falsified;  and  the 
common  daily  operations  of  Phonographic  reporting,  abun- 
dantly prove  that  the  wondrous  power  of  verbatim  writing  has 
been  rendered  accessible  to  all,  through  the  inventive  geniug 
and  untiring  energy  of  MR.  ISAAC  PITMAN. 


PHILOSOPHY  OF  SPEECH. 


The  nature  of  vocal  and  articulate  sounds,  will  be  most 
readily  comprehended  by  studying  the  mechanism  by  which 
they  are  produced. 

Air,  when  breathed  into  the  Lungs,  not  only 
JLUn(|0.  purifies  and  vitalizes  the  blood,  but  also  fur- 

nishes an  essential  element  of  vocal  utterance. 
The  lungs,  which  are  said  to  contain  over  six  hundred  mil- 
lions of  air  cells,  are  so  shaped  that,  when  fully  inflated,  they 
fill  the  cavity  of  the  chest  assigned  to  them.  Other  organs 
of  the  body  being  accordant,  the  degree  of  health  will  depend 
upon  the  purity  of  the  air  inspired,  and  the  freeness  and  full- 
ness of  respiration.  The  ease,  energy,  and  excellence  of  vocal 
utterance  will,  under  like  conditions,  depend  upon  the  capa- 
city and  healthy  action  of  the  lungs. 

The  collections  of  air  bags,  known  as  the 
(LI  V  ft  C 1)  £  (L  right  and  left  lungs,  are  connected  with  the 
windpipe,  or  Trachea,  an  air  tube,  consisting 
externally,  of  longitudinal,  elastic  fibres,  internally,  of  a  thin, 
sensitive  membrane ;  and  between  these,  of  a  series  of  from 
fifteen  to  twenty  cartilaginous  rings,  or  rather  crescents,  which 
extend  about  two  thirds  round  the  cylinder  of  the  trachea. 
These  crescents  are  thick  in  front,  and  terminate  at  the  back 
in  an  elastic  connection  covered  by  the  internal  and  external 
coats  described.  These  rings  of  gristle  prevent  the  collapsing 
of  the  windpipe,  and  keep  it  extended  for  the  free  passage 
of  the  air. 


PHILOSOPHY    OF    SPEECH.  23 


This  air  tube  terminates,  at  its  upper  extremity,  in  an 
enlargement,  called  the  Larynx ;  a  box  of  cartilages  which 
constitutes  the  principal  organ  of  vocal  sound. 
It  is  situated  at  the  fore  part  of  the  neck,  be- 
tween the  trachea  and  the  base  of  the  tongue, 
its  upper  and  exterior  portion  forming  a  projection  familiarly 
known  as  Adam's  Apple,  in  allusion  to  the  fabled  lodgment 
of  the  forbidden  fruit.  The  larynx  is  composed  of  several 
thin  and  flexible  cartilages,  united  by  membranes  and  liga- 
ments, by  which  its  sides,  base,  and  top  may  be  moved  in 
concerted  action,  and  enlarged,  contracted,  or  otherwise  mod- 
ified, to  adapt  it  to  the  production  of  a  high  or  low  pitch  or' 
voice,  and  to  a  full  or  diminished  force  of  utterance. 

At  the  opening  or  mouth  of  the  larynx  are 
05lott*lS.  situated  the  Vocal  Ligaments.  These  are 
stretched  across  from  the  front  to  the  back 
of  the  larynx,  each  ligament  connected  to  its  own  side  by  a 
fold  of  mucous  membrane,  and  bearing  some  resemblance  in 
shape  to  a  half  moon.  The  edges  of  the  ligaments,  when 
stretched,  are  parallel,  and  nearly  or  quite  in  contact,  form- 
ing an  elastic,  membranous  covering  across  the  cavity  of  the 
larynx.  The  slit  or  opening  between  these  vocal  ligaments 
is  called  the  Glottis. 

The  Chordae  Vocales,   or  Vocal    Ligaments,    are   under  the 
guidance  of  a  set  of  delicate  muscles ;  and  are  the   most  im- 
portant portion  of  the  apparatus  emploj-ed  in 
UOCCll        the   production   of  vocal   sounds.      Their  av- 
erage   length    in   the  adult  male,  is  estimated 
by  Richerand,  at  about  y ^'n  of  an  inch ;    and 
Y7?jf  at  their  greatest  tension.     In  the  female  they  average  -fVu 
of  an  inch,  in  a  state  of  repose,  and  -*fc  at  their  greatest  ten- 
sion. 

A  rude  resemblance  to  the  action  of  the  vocal  ligaments 
may  be  formed  by  tightly  stretching  a  band  of  India-rubber, 
with  a  slit  in  it,  over  one  end  of  a  bamboo  cane,  or  any  sim- 
ilar tube.  The  air  being  blown  from  the  opposite  end,  the 


24  PHILOSOPHY    OF    SPEECH. 


edges  will  be  distinctly  seen  to  vibrate ;  and  a  clear,  musical 
sound  will  be  produced;  the  pitch  depending  upon  the  tension 
of  the  India-rubber.  A  still  nearer  resemblance  may  be  found 
in  the  action  of  the  lips  in  the  mouth-piece  of  a  trumpet, 
where  a  change  of  pitch  is  produced  by  tightening,  relaxing, 
or  otherwise  modifying  the  lips. 

1  Acute  and  grave  sounds  thus  depend  upon  the  tension  of 
the  vocal  ligaments,  upon  the  modifications  of  the  larynx,  and 
upon  the  lengthening  and  narrowing,  or  shortening  and  wid- 
ening, of  the  trachea.  When  the  highest  notes  of  the  voice 
are  used  in  speech  or  song,  the  neck  is  stretched;  while  the 
lower  notes  are  being  sounded,  the  neck  and  trachea  are  vis- 
ibly shortened.  In  easy  breathing,  the  vocal  ligaments  are 
relaxed,  and  widely  separated ;  in  this  position  breath  passes 
either  way  without  vibrating  them,  and  therefore  without 
causing  them  to  emit  sound.  Even  in  forcible  breathing,  ex- 
pired air  may  pass  through  the  glottis  without  causing  any 
vibration  of  the  chord?,  the  sound  heard  being  due  to  the  re- 
sistance the  air  meets  with  in  passing  through  the  mouth,  or 
through  the  nasal  passages,  when  the  lips  are  closed.  When 
the  vocal  ligaments  are  tightened,  and  the  edges  brought 
nearly,  or  quite  in  contact,  expired  breath  cannot  pass  them 
without  vibrating  them,  and  thereby  causing  them  to  produce 
vocal  sound. 

The  Epiglottis  is  a  membranous  projection  at  the  extreme 
back  of  the  tongue,  and  serves  as  a  lid  to  cover  and  protect 
the  opening  of  the  windpipe   during  the  act 
°f  swallowing.     The   glottis  is  always  open, 
and  the  cesophagal  tube,  or  meat  pipe  ( whicn 
is  below  and  immediately  behind  the  glottis,)  is  always  closed, 
except  in  the  act  of  swallowing. 

The  Pharynx,   or  swallow,   is  the  muscular,   membranous 
passage  that  connects  the  mouth  with  the  larynx  and  esoph- 
agus below,   with  the  nasal  passages  above. 
Though  not  directly  employed  in  the  produc- 
tion of  sounds,  it  aids,  by  the  resonance  of 


vocal   ligaments. 

The  Velum  Pendulum  Palati.  or  vSoft  Palate,  is  a  thin  and 
rensitive  moveabie  partition,  at  the  extreme  back  of  the  roof 

of  the  mouth.     While   serving  a?  the  entrance 

<JOIl  from   the   mouth   to  the  pharynx,   it  closes  the 

3JdllltC  latter  from   the   nasal  division,   during  the  act 

of  swallowing  and  vomiting,  and  opens  or 
closes  the  passage  from  the  pharynx  to  the  nostrils,  during 
speech. 

The  Uvula  is  the  conical  projection  descending  from  the 
soft  palate,  and  acts  as  a  sentinel  to  the  throat.  The  soft 
palate  and  uvula,  as  organs  of  voice,  are  chiefly  instrument;'.! 
in  the  production  of  guttural  sounds,  and  are  possessed  by 
quadrupeds  in  common  with  man ;  in  the  latter,  however, 
their  structure  adapts  them  to  some  additional  uses  not  re- 
quired in  the  animal. 

The  organs  of  voice  and  of  respiration,  thus  far  described, 
are  those  employed  in  the  production  of  vocal  sounds,  and 
are  possessed  bv  man,  in  common  with  the  whole  class  of 
Mammalia:  many  animals  are,  indeed,  in  this  respect,  equal 
or  superior  to  man. 

The  organs  now  to  be  described  are  those  with  which  man 
alone  is  gifted:  they  are  the  organs  essential  to  Articulation, 
or  Speech.  They  consist  of  the  arched  palate,  the  flexible 
and  elastic  tongue,  the  serried  rows  of  teeth,  and  the  thin 
and  flexible  lips.  Individuals,  and  races  of  men.  possess  the 
articulating  faculty  in  a  decree  of  excellence  corresponding 

to  that  in  which  they  possess  these  modify- 
£ipCCCl).  'in?  anr>  obstructing  organ-.  Speech,  then,  is 

the  result  of  the  joint  operations  of  the  vocal 
and  articulating  organism.  It  consists  of  vocal  pound-,  and 
expired  breath,  modified,  or  obstructed.  Vv  the  articulating 
organs.  Vocal  sounds  are  those  produced  by  emitting  breath 
through  the  tightened  nnd  vibrafine  HiramTr ts.  Whispered 
sounds  are  produced  by  emitting  breath  thr  ugh  the  opeu 


2g  PHILOSOPHY    OF    SPEECH. 


glottis,  while  the  vocal  ligaments  are  relaxed. 

Both  vocal  and  whispered  sounds  may  be  Unobstructed  or 
Obstructed.  Unobstructed  sounds  are  those  produced  through 
a  free  and  open  passage  of  the  articulating  organs;  as  a  in 
alms,  .aw  in  all;  sounds  which  may  be  rendered  musical  by 
prolonging .  them  on  any  given  pitch ;  or 
that  may  be  nasalized,  by  permitting  the 
Nasal  as  well  as  the  Oral  passage  to  re- 
main open  during  their  utterance. 
All  the  Unobstructed  sounds  of  the  English  language  are 
heard  as  Vocal  and  Whispered,  but  an  Unobstructed  Whisper 
is  never  used  except  immediately  preceding  an  unobstructed 
vocal  sound,  in  which  case  it  is  simply  a  whisper  through 
the  position  which  the  vocal  and  articulating  organs  assume 
to  produce  that  vocal  sound.  It  is  this  uniform  rule  that 
permits  all  the  unobstructed  whispers  of  our  language  to  be 
represented  by  a  single  and  uniform  sign  (  A.) 

The  Whisper  or  Aspirate  (  h  )  may  precede  w  and  y,  ( as 
in  wheel,  hues,)  in  which  position  it  is  sometimes  called  whis- 
pered w,  and  whispered  y;  sounds  which  are  no  more  entitled 
to  a  distinct  representation  than  whispered  oo,  or  whispered 
e ;  to  which  they  are  so  closely  related. 

Vocal  sound  or  expired  breath  may  be  so  modified  and 
obstructed  in  its  passage  through  the  mouth,  or  nose,  or  both 
simultaneously,  as  to  produce  a  variety  of  hiss- 
es,  buzzes,  liquid  murmurs,  nasal  murmurs, 
an(*  trills-  The  obstruction  may  be  due  to  mod- 
ifications of  the  tongue  in  relation  to  the 
teeth,  gums,  hard,  or  soft  palate,  as  s  in  hiss,  sh  in  rush ;  or  to 
the  partial  obstruction  caused  oy^the  teeth  in  contact  with 
the  lips,  as  f  in  ruff;  or  to  the  complete  obstruction  caused 
by  a  contact  of  the  organs,  till  a  sudden  expulsion  of  the 
breath  forces  them  apart  and  produces  the  sound,  as  p  in 
rap,  k  in  rack;  or  that  is  due  to  a  complete  obstruction  by  the 
lips,  or  other  organs,  and  the  sound  forced  through  the  nasal 
passages,  as  m  in  hum;  or  that  is  caused  by  a  vibration  or 


i 


OF  SPEE.-H-  27 


trill  of  the  tongue,  as  r  in  roll. 

Every  sound  may  be  produced  as  a  Vocal  or  as  a  Whisper; 
and  a  complete  or  universal  alphabet  would,  doubtless,  show 
every  sound  in  its  double  aspect  of  Vocal  and  Whisper.  A 
vocal  sound  is  caused  by  the  vibration  of  the  vocal  liga- 
ments. A  whispered  sound  ( when  not  owing  to  the  resist- 
ance offered  to  the  air,  while  being  forcibly  expired  through 
the  mouth,)  is  due  to  the  obstruction  offered  to  expired  breath, 
by  the  close  proximity,  the  vibration,  or  the  actual  contact 
of  some  of  the  articulating  organs. 

From  what  has  been  said,  it  will  be  seen  that  it  is  possi- 
ble to  speak,  or  articulate,  without  using  the  vocal  apparatus 
of  the  larynx  at  all;  in  which  case  we  whisper;  i.  e.  we  speak 
witnout  voice.  On  the  other  hand,  the  most  musical  sounds 
may  be  produced  by  the  vocal  apparatus  of  the  larynx,  with- 
out the  direct  employment  of  any  of  the  articulating  organs. 

Human  speech  may  therefore  be  defined  as  varieties  of 
sound  produced  by  emitting  breath,  either  as  voice  or  as 
a  whisper,  through  various  fixed  positions,  or  glides  from  one 
position  to  another,  of  the  vocal  and  articulating  organs. 

The  nature  or  quality  of  a  sound  must  be  studied  with  ref- 
erence to  its  being 

1.  Voiced  or  Whispered. 

2.  Unobstructed  or  Obstructed. 

3.  Single  or  Serial. 

If  an  unobstructed  sound,  to  what  position  of  the  oral  and 
nasal  passages  its  peculiarity  is  owing.  If  an  obstructed  one, 
by  what  organs,  and  to  what  position  of  those  organs,  its 
obstruction  is  due.  If  it  be  simple,  there  will  be  no  change 
in  the  position  of  the  organs  during  its  utterance ;  if  compos- 
ed of  more  than  a  single  sound,  it  may  consist  of  a  distinct 
first,  second,  or  more  elements;  or  it  maybe  an  indissoluble 
sequence  of  sounds,  uttered  during:  a  glide  of  the  organs  of 
speech  from  one  position  to  another.  \ 

The  position  of  the  vocal  and  articulating  organs  during 
the  utterance  of  sounds,  must,  therefore,  be  regarded  as  the 


28  PHILOSOPHY    OF    SPEECH. 


primary   element  to   be  studied   in   determining  their   nature 
and  quality. 

The  most  natural  arrangement  of  the  sounds  of  the  Eng- 
lish language  which  we  are  able  to  offer,  is  presented  on  the 
following  page.  A  strictly  philosophic  alphabet  is  not,  in 
our  opinion,  possible,  in  the  present  state  of  Phonetic  science. 
An  arrangement  which  consults  only  the  structure  of  the 
English  language,  evidently  cannot  be  regarded  as  satisfactory. 
The  following  classification,  which  provides,  with  a  slight  ex- 
tension, an  appropriate  name  and  place  for  every  sound  of 
human  speech,  is  offered,  until  a  more  thorough  investigation 
of  this  department  of  science,  and  a  more  uniform  practice, 
shall  bring  that  unanimity  which  accuracy  and  fullness  of 
knowledge  alone  can  yield. 


3.   <£las3tftration    aui) 
ot  t\)t  sounds   of  tl)e    <£nglisl)    £augtiagc. 


Modified  by  the  Position,  or  cbstucted 
in  tile  ret  ion  01  t;ic 


If 


Voiced 


Whis- 

c      pered 

e-l 


Unob- 
structed 


Simple 


Long         oo  .....  o....ee.....e.  ....a....a....a'h  .......  aw 

fool  old    leel  earth  aim  air    a.  ins         lull 

Medial        .........................................  n  ........... 

a»k 

Short         oo  ............  t.  .................  i?  .....  a....ii..o. 

loot  lit  met     at    U[i  or 

Coalescents 


wieiJ 


.?/ 


Coalescing 
Wbupw 

fOpen 

Serial    -} 

!  Close 


li 

hunJ 


loul  boil 

"« yt 

lune  i-se       time     isle 


Ob-    - 
structed 


Mutes         p t... 

plodent  J  j.ipe       taaght 

[^Sonants     b d... 

babe          deed 


....k.. 

ki.:k 


Con- 
tii. un  nt 


Hisses        ...f....th s  ph 

fife    tjii^li     sauce   &hinc 

Buzzes       ,..v....th z zh 

Eve  thy  zeal     azuro 

Liquid 


Trill 


Nanl 

Murmurs 


r... 

ray,  rol! 


30 

Notes  explanatory  of  tJie  Table  of  sounds.  1.  Voiced  or  Vo- 
cal sounds, —  sometimes  called  with  respect  to  obstructed 
vocals,  Tonics,  Sonants,  Subvocals,  etc., — are  printed  in  Italic 
letters.  Whispered  sounds,  or  breathings, —  sometimes  called 
Atonies,  Aspirates,  Surds,  etc.,  are  printed  in  Roman  letters. 

2.  A  chart  for  the  use  of  schools    and    colleges,     prepared 
according  to  this  arrangement,  should  have  the  whispered  let- 
ters painted  red,  the  voiced  letters  black,  and   separate   lines  for 
the    unobstructed    Nasal    vocals  ( in,    en,  un,    on,  etc.,    of  the 
French  and  Polish  language?,  etc.)  painted  blue. 

3.  This  scheme,  it  is  believed,    presents  each  sound   of  the 
language  in  its  proper  place,  and  in    its    proper   relation    to 
every  other  sound,  and  provides  a  place  for  the  sounds  of  all 
languages.     To  fill  up  1h>;  dotted  spaces  would  be  to  give   a 
universal  alphabet  of  founds. 

4.  "Serial"    sounds;    /.  e.     foun's    pronounced    one    after 
the  other.  Only  in  this  sense  can  sounds  be  "double,"  "treble," 
or  "  compound." 

5.  Ch  in  each,  is  a  glide  from    the  t  to    the    sh    position  ; 
J  in  edge,  is  a  glide  from    the    d   to    the    zh  position.      For 
practical  convenience  they  aie   included    among    the    simple 
sounds  of  the    Phonographic    alphabet,    and    provided    with 
single  types  in  the  Phonotypic  alphabet. 

6.  It  is  not  assumed    that  this  scheme  of  sounds    includes 
all  that  a  nicely  trained  ear  will  discover  in  i.nglish  speech, 
or  all  that    careful  speakers    will  insist  on  using;  but  it  in- 
cludes   more    than    are    generally    recognized.     An    extended 
vowel  scale,  one  which  it  is  believed    includes  all  the  unob- 
structed   vocals  of  the    best    speakers,  will  be  found    in  the 
Phonographic  Magazine  for  June   1859. 

7.  The  u  in  tube,  and  the  u  in  use,  are  by  many,  especially 
in   the    Eastern    States,  pronounced    differently ;  the    former 
consisting  of  i-oo,  the  latter  of  y-oo.     AVith  the  best  speakers 
of  English,  the  tendency  seems  to  be  in  favor  of  y-oo  for  long 
u  in  all  cases. 

8.  This  natural  classification  of  sounds  was  first  presented 
by  the  writer  in  the  Phonographic  Magazine  for  July    1856. 


PHONOGRAPHY. 


A  philosophic  system  of  writing  should  present  an  orderly 
arrangement  of  all  the  sounds  of  the  language  it  professes  to 
represent.  It  should  possess  an  appropriate  sign  for  every  dis- 
tinct sound  of  that  language ;  and  to  be  a  brief  and  practical 
system,  its  signs  should  be  of  the  simplest  kind.  Phonog- 
raphy, it  is  believed,  complies  with  these  conditions. 

The  sounds  of  our  language  may  be  grouped  in  the  fol- 
lowing natural  divisions, 

.   [Long  vowels 
Short  vowels 
Unobstructed  sounds      4  Serial,  i.  e.  double  or  treble  vowels 

Coalescents 
^  Aspirate 


Explodents 

Continuants 
Obstructed  sounds       -I  Liquid  murmurs 

Nasal  murmurs 


The  unobstructed  sounds,  or  vowels  of  the  language,  are  rep- 
resented by  dots  and  dashes.  These  will  be  presently  explained. 

The  terms  "  vowels "  and  "  consonants "  have  not  been 
employed  in  the  previous  portion  of  this  work  to  define  the 
unobstructed  and  obstructed  sounds  of  language,  as  their 
meanings  were  not  deemed  sufficiently  precise.  These  terms, 
nowever,  may  with  great  convenience  be  used  to  describe  the 
sound  and  the  sign  of  the  two  classes  of  sounds  for  which 
they  have  hitherto  been  employed. 

From  the  nature  of  the  Phonographic  system,  the  consonants 


32  PHONOGRAPHY. 


must  first  be  defined.     They  are  indicated  by  lines  derived 
from  the  following  geometric  diagrams. 


The  explosive  sounds,  or  Explodents — ,an  abrupt  and  some, 
what  unmusical  class  of  sounds, —  are  appropriately  represent- 
ed by  unyielding  right  lines.  The  order  in  which  the 
Bounds  of  each  group  are  arranged  accords  with  the  position 
of  the  organs  by  which  they  are  obstructed.  Thus,  those 
sounds  are  taken  first  which  are  modified  by  the  lips,  ( the 
lips  being  the  most  external  organs  used  in  speech,)  the  other 
sounds  follow  in  natural  order,  till  we  reach  the  gutturals, 
which  are  obstructed  by  the  most  internal  of  the  organs  used 
in  speech. 

\\  II  // 


It  will  be  seen  that  advantage  is  taken  of  the  relationship 
existing  between  the  whispered  and  vocal  consonants,  to  rep- 
resent the  thin,  or  whispered  articulation  of  each  pair,  by  a 
thin,  light  sign,  and  the  vocal,  or  thickened  sound,  by  a  thick- 
er sign.  Similar  sounds  are  thus  indicated  by  similar  signs. 
The  mind  perceives,  and  the  hand  feels  the  consistency  of 
making  a  thin  stroke  for  a  light  sound,  and  a  heavier  stroke 
for  its  deeper  and  louder  sound. 

The  Continuants,  a  more  flowing  and  yielding  class  of 
sounds,  are  represented  by  curved  and  flowing  lines.  The 
arcs  formed  by  dividing  the  above  circles,  first  by  horizontal 
and  vertical  lines,  and  secondly  by  oblique  lines,  inclined  at 
an  angle  of  45  degrees,  give  eight  positions,  sufficiently  dis- 
tinct to  be  used  without  confusion;  and  as  they  may  be  made 


PHO    O    KAl'IiV.  33 


both   light  and   heavy,  we   are  provided  with   signs  for   the 
continuants;   thus, 

V.V       (,(        ))       JJ 

FT  TH     th  S      Z  SH     ZH 

The  direction  of  these  .lines,  it  will  be  seen,  exactly  accords 
with  that  given  to  the  signs  which  represent  corresponding 
sounds  in  the  explodents.  These  are  the  only  pairs  of  con- 
sonants found  in  our  language.  The  liquid  murmurs  I  and  r, 
having  no  whispered  sounds  in  English  speech,  are  represent- 
ed by  the  following  light  curves,  which  placed  together  form 
an  arch ;  thus, 

*/~^« 

The   nasal  murmurs  m  and  n  are   represented   by  the   two 

remaining  light  curves,  and,  being  of  frequent  occurrence,  are 

represented  by  the  readily  uniting  horizontal  curves  assigned 

to  them.     The  nasal  ng  is  indicated  by  the  heavy  form  of  n. 

M  ^~^        N  ^_^        XG  x^ 

All  the  obstructed  sounds  of  the  language  are  thus  provid- 
ed for.  It  is,  however,  necessary,  for  practical  convenience, 
to  provide  consonant  outlines  for  the  coalescents  w  and  y, 
sounds  which  seem  to  hold  a  middle  position  between  vow- 
els and  cousonants,  and  which  are  never  used  in  English 
except  immediately  preceding  vowels,  with  which  they  close- 
ly coalesce.  They  are  thus  represented. 

»>  r* 

The  unobstructed  whisper,  or  aspirate  h,  is  also  represented 
by  a  consonantal  form,  thus  /  H. 

Both  the  aspirate  and  the  coalescents  are  also  provided 
with  vowel  signs,  which  will  be  explained  in  their  proper 
places. 


DIEECTIONS  TO  THE  STUDENT. 


Phonography  is  best  written  on  ruled  paper.  Copy  books 
are  prepared  expressly  for  learners  with  double  lines,  between 
which  the  Phonographic  characters  are  to  be  written.  This 
secures  uniformity  of  size;  but  double  lines,  although  a  con- 
venience, are  not  essential  to  the  beginner.  Use  a  pen,  and 
occasionally  a  pencil ;  but  do  not  confine  yourself  to  either. 
When  Phonographic  lessons  are  received  in  class,  it  is  best 
to  use  a  pencil,  while  the  exercises  written  at  home,  which 
are  supposed  to  be  prepared  with  greater  care,  should  be 
written  with  a  pen. 

Phonography  can  be  most  rapidly  written  with  the  pen  or 
pencil  held  between  the  first  and  second  fingers,  and  kept 
in  place  by  a  slight  pressure  of  the  thumb.  The  hand  and 
arm  should  be  allowed  to  rest  in  the  easy  attitude  assumed 
for  drawing,  that  is  the  one  in  which  a  vertical  line  is  most 
easily  struck.  If  Phonographic  strokes  were  inclined  in  a 
uniform  direction,  as  in  the  common  longhand,  it  would  be 
better  to  hold  the  pen  or  pencil  in  the  usual  manner,  be- 
tween the  thumb  and  first  finger,  with  the  right  elbow  near 
to  the  side;  but  as  the  most  frequently  occurring  lines  in 
Phonography  are  struck  iu  a  vertical,  or  horizontal  position, 
or  slope  down  towards  the  right,  the  pen  or  pencil  should  be 
held  as  here  directed.  In  the  position  here  recommendc'd, 
there  is  a  freeer  action  of  the  muscles  of  the  hand,  and  less 
liability  of  fatiguing  the  thumb  and  fingers  when  a  lengthy 
report  is  being  taken. 

Write  slowly  and  carefully  at  the  outset.  The  foundation 
of  a  good  style  of  writing  can  only  be  laid  by  precision  in 
the  formation  of  the  Phonographic  characters  by  the  student 


DIRECTIONS   TO    THE    STUDENT. 


in  his  early  exercises.  Form  your  letters  at  first  as  though 
you  were  drawing,  rather  than  writing  them.  Rapidity  can 
be  secured  by  repetition  and  practice;  and  by  careful  and 
diligent  practice,  both  rapidity  and  accuracy  may  be  attained. 
If,  however,  your  desire  to  write  fast  is  permitted  to  out- 
weigh your  resolution  to  write  well,  you  will  not  only  delay 
your  attainment  of  real  swiftness,  but  you  will  most  likely 
confirm  in  yourself  a  slovenly  and  illegible  style  of  writing. 

Do  not  content  yourself  with  writing  each  letter,  combi- 
nation, or  illustrative  word  once  only.  Make  it  a  rule  to 
familiarize  yourself  with  every  Phonographic  character  or 
word  that  comes  under  your  notice  before  you  leave  it.  This 
is  best  done  by  filling  at  least  one  line  of  your  copy  book 
with  each  illustration  that  is  presented.  It  is  only  by  repe- 
tition that  you  can  hope  to  become  familiar  with  the  new 
signs,  and  unless  this  is  done  it  is  impossible  for  you  to  be- 
come a  rapid  writer. 

During  the  first  month  of  your  practice,  you  should  make 
it  a  rule, 

(a)  To  name  each  character  aloud  as  you  write  it. 
(6)  To  trace  each  character  as  you  read  it. 

(a)  By  pronouncing  each  character  aloud  as  you  write  it,  the 
ear,  the  eye,  and  the  hand   are   being   trained    at    the    same 
time:  the  ear  to  recognize  the  sound,  the  hand  to  shape   its 
sign,  and  the  eye  to  judge  the  accuracy  of  its  form.  No  stu- 
dent can  expect  to  become  a  good    reporter  whose   ear,   eye, 
and  hand  have  not  been   equally  trained. 

(b)  When  reading  the  Phonographic  exercises  in  the  Manual, 
or   reading   over   your  own  writing,    let  it  be   your   practice    to 
trace  the  outline  of  each  word  as  you  read  it,  by  holding   your 
pencil  or  pen  just  over  the  characters,  so  as  to  avoid  marking 
the  book. 

It  will  greatly  facilitate  your  acquirement  of  Phonography 
if  you  carefully  read  and  review  each  day,  the  exercises  writ- 
ten on  the  preceding  one.  They  should  be  read  and  re-read, 


36  DIRECTIONS    TO    THE    STUDENT. 


till  they  can  be  deciphered  without  hesitation.  The  neglect 
of  this  rule  will  waste  your  time,  cause  you  to  overlook  much 
that  you  might  profitably  review,  and  in  other  ways  hinder, 
rather  than  advance,  your  progress  in  this  useful  art. 

Each  page  of,  exercises  in  this  work  should  first  be  read, 
and  afterwards  written,  in  the  student's  copy  book.  Do  not 
read  through  the  entire  work  before  commencing  to  write, 
still  less  need  you  display  your  skill  by  attempting  to  "puzzle 
out"  sentences  at  the  end  of  the  book,  before  you  are  fami- 
liar with  the  simple  letters  of  which  they  are  composed. 
This  advice  will  only  be  needed  by  those  who  have  not  Hie 
good  sense  to  perceive,  or  whose  minds  have  not  been  so  far 
disciplined  by  study  as  to  know  that  no  art  or  science  can 
be  successfully  studied  that  is  not  commenced  and  continued 
in  a  systematic  manner. 

As  in  learning  the  common  longhand  you  had  first  to  ac- 
quaint yourself  with  the  old  letters,  so  in  acquiring  the  Pho- 
nographic system,  you  must  first  master  the  names  and  shapes 
of  the  new  ones.  First  learn  the  names  of  the  new  letters; 
then  endeavor  to  associate  each  with  the  sign  by  which  it  is  rep- 
resented. This  is  best  done  by  writing  each  letter,  or  rather 
each  pair  of  letters  several  times;  remembering  to  pronounce 
each  letter  aloud  at  the  instant  of  writing  it.  It  is  essential  to 
your  progress  that  you  at  once  learn  the  names  of  the  Phono- 
graphic consonants.  Ch,  th,  sh,  ng,  must  not  be  called  see-aitch, 
tee-ailch,  ess-aitch,  en-gee,  but  named  as  on  the  alphabet  page. 
Be  sure  you  distinctly  understand  the  difference  between  the 
name  of  a  consonant  and  its  power.  The  name  of  a  letter  is 
that  given  for  convenience  in  speaking  of  it;  its  power  is  its 
true  sound,  and  is  that  heard  most  distinctly  when  termina- 
ting a  word.  Your  first  writing  lesson,  when  completed, 
should  resemble  that  on  page  3y. 


r' 


THEIB 


COXSOXAXTS; 

SKINS,     NAMES,    AND    I'OWOiS. 


37 


.Letter.       Phonograph.      Examples 

ot'its  power.       Name. 

P" 

\ 

\ 

roy^e 

/'OSt 

pe 

K 

\ 

ruie 

ioa?t     • 

1-c 

. 

T 

fa/c 

feera 

te 

?: 

-e 

D 

fiufc 

deem 

c!e 

-3 
& 

CH 

/ 

etc* 

eAeet 

chay 

^ 

J 

/ 

C(^8 

^cst 

j«y 

K 

-.  — 

locA 

cane 

kay 

G 



1<7 

^ain 

gay 

. 

r     F 

V 

sn/c 

/r.r 

ef 

V 

V 

§ace 

veer 

ve 

j 

Til 

( 

wrea/A 

^i:h 

ith 

e 

1       - 

Til 

( 

Avrwi/Ae 

«*y 

the 

q 

|j 

o 

bUM 

«eal 

ess 

s 

Z 

\ 

, 

/ 

o\\zz 

zcnl 

ze 

SII 

J 

vinous 

sure 

i,h 

ZH 

J 

vision 

jour  (Fr.; 

zl  ic 

"a      f      L 

|^     J 

r 

fall 

faZi 

el 

3      I      R 

~^ 

for 

roar 

fii- 

M 

— 

scam 

wet 

em 

}} 

„ 

v  —  ' 

SfC« 

net 

en 

XG 

^ 

B»W 

s 

ing 

r    w 

^       -< 

^ 

iray 

* 

way 

J      [      T 

- 

m 

' 

7,/ea 

yea 

H 

/ 

** 

* 

hay 

448643 


38 

CONSONANTS. 

1.  An  examination  of  the  consonants  on  the  opposite  page, 
will  show  that  every  straight  line  and  curve  employed  in 
the  Phonographic  alphabet,  is  written  in  the  direction  of  one 
of  the  lines  in  the  following  diagram. 


The  lines  in  the  first  and  third  directions  being  inclined 
exactly  midway  between  a  vertical  and  a  horizontal  line. 

2.  Upright  and  sloping  letters  are  written  from  top  to  bot- 
tom; thus, 

\          /    V,     (      )      >. 

P  T  CH  F  TH  S  B 

Horizontal  letters  are  written  from  left  to  right. 

3.  The  letter  J  sh,  when  standing  alone,  is  written  down- 
ward. 

The  letter  /"  I,  when  standing  alone,  is  written  upward. 
The  aspirate  ^/  h  is  invariably  written  upward. 

4.  When   the    Phonographic   consonants  are  written   alone, 
they  should   rest  upon  the  line.     The   letters   should  not,  at 
first,  be  made  smaller  than  they  are  in  these  pages,  that  is, 
about  one  sixth  of  an  inch    in  length.     This   size   is   best  a- 
dapted  to  the  learner's   practice,  and  is  the  one   most   likely 
to  ensure   accuracy  and   neatness    in  writing.     When  he  can 
trace  the  characters  with  ease,  he  may,  with  advantage,  re- 
duce them  to  one  eighth  of  an  inch. 

5.  The  heavy  curves   should  not  be  made  heavy  through- 
out, as  this  would  give  them  a  clumsy  appearance,  but  merely 
in  the  center,  and  taper  off  towards  each  extremity. 

r»  The  opposite  page,  and  all  the  shorthand  exercises  that 
follow,  should  first  be  read ;  each  letter  as  it  is  named,  being 
traced  with  the  wooden  point,  and  afterwards  written  in  the 
student's  copy  book,  and  each  letter  pronounced  aloud  as  it  is 
written. 


EXERCISE  ON  THE  CONSONANTS. 


,  B  \\  \\  \\   \\  \\  \\  \\ 


CII,  J  //  //  //  // 
K,  G  __  ____  _  _ 


//  //  // 


V 

H,  Til  (  (   (  (   ((   ((   ((   (  (   (( 

*-•).")  )  )  )  )  )  )  )  )  )  )  )  ) 


Y  rrrrrrrrrrr 


40 

COMBINATIONS  OF  CONSONANTS. 

7.  Consonants  when  joined  to  others,  should  be  written  in 
the  same  direction  as  when  standing  alone ;  excepting  ^  sk, 
and  /"  I,  (see  par.  11  and  12.)     All  the  consonants  of  a  com- 
bination, or  word,    must   be  written   without  lifting  the  pen ; 
the  second  letter  commencing   where  the  first  ends,  and  the 
third,   beginning  at  the  end  of  the  second,  etc. 

8.  Combinations    of   horizontal    letters,    and  •  combinations 
where   there  is  but  one  descending   letter,    should   rest   upon 
the  line.     In  such  combinations  as 


where  a  horizontal  letter  is  followed  by  a  descending  one, 
the  first  letter  should  be  written  sufficiently  high  to  allow  the 
second  to  rest  upon  the  line. 

When  two  descending  letters  are  joined,  as  in  line  4,  the 
first  should  be  made  down  to  the  line,  and  the  second  below  it. 

9.  When  two  straight  letters  of  the  same  kind  follow  each 
other,  such  as  />/>,  it,  kk,  they  are  made  double  the  length  of 
a  single  consonant. 

10.  An  angle   should  always  be  made  in  joining  /  and   n, 
v  and   n,   and   in   similar  combinations.     Learners   generally 
make  an  angle  between  p  and  «,  b  and  n,  th  and  n ;  but  the 
advanced  writer  should  strike  these  letters  without  an  angle. 

11.  The  letter  ^1  sh,  when  standing  alone,  is  best  written 
downward;  when  joined  to  another  consonant,  it  is  sometimes 
convenient  to  strike  it  in  an  upward  direction. 

12.  The   letter  /""  I,    when    standing  alone,  is   written  up- 
ward; when  joined  to  another  consonant,  it  may  be  written 
either  upward   or   downward.     See   lines    10  and    11.     Rules 
that  will   enable  the   student  to   determine   the   directions  of 
these  letters  will  be  given  in  their  proper  places. 


l_ 


41 


J          I 

D 


i   L 


n 


A     9      ^     V 


~s\     \r- 


9       U 


-vl 


C 


42 


ADDITIONAL    SIGNS    FOR    S   AND    Z. 

13.  The  consonant  signs  thus    far  explained,  would  enable 
the  student — with   the  aid  of  the  vowel   signs    hereafter   to 
be  introduced — to  write  any  word  in  the  language;  but  for 
the  sake  of  convenience  and  rapidity  in  writing,   it  has  been 
found  necessary  to  provide  additional  signs  for  the  very  fre- 
quently  occurring   sounds  s  and   z.     The   best,    because    the 
most  easily  joined  signs,  are  the    circles  °  *  and  °  z,  which 
have,   therefore,    been   adopted.     They  are  joined   to   straight 
letters  thus, 

^    \o   i    /   ^  \    r 

KS  FS  TS  CHS  SK  SP  ST  SCH 

14.  S,  when  joined  to  curve?,  i'o  lows  the  direction  of  the 
curve;  thus, 

— P        ^~b        Q_^        cJ~~^         <5~&         Q_P        V          Vo         (Q 
NS  MS  S.V  SM  SMS          BNS  6P  FS  THS 

When  the  circle  is  needed  between  two  stroke  consonants, 
it  is  written  in  the  shortest,  which  is  the  most  convenient, 
direction.  See  examples  on  the  opposite  page. 

•  ADDITIONAL    SIGN    FOR    R. 

15.  For   convenience  and   speed   in  writing,    an   additional 
sign   has   also   been  provided   for  /  r,   which   is   invariably 
written  upward;  thu?, 


16.  The  sign  /  ch  is  invariably  written  downwards-,  thus, 


IT.  The  signs  /  ch  and  /  r,  when  standing  alone  are 
distinguished  by  writing  /  ch  at  an  angle  of  60  degrees, 
and  /  r  at  an  angle  of  30,  from  a  horizontal  line. 


43 


-r  e  r  c  s  c 


X  /> 


nil     LO    L 

~~f      '";      ^f       ^       L- 


XX 


> 


>      > 


II  p  ID  a  r  LI  U  . 


44 


LONG  VOWELS. 

18.  The  alphabet  of  a  language  professedly  contains  a  let- 
ter for   every  sound   heard    in  the   distinct  utterance  of  that 
language.     The  Roman  alphabet  at  present  in  use,  does  not, 
as  has  been  shown,  provide  a  sufficient  number  of  letters  to 
represent  the  obstructed  sounds,  or  consonants ;  it  is  still  more 
deficient  in  providing  representative  signs  for  the  unobstruct- 
ed vocal   sounds  of  the   language.     The  a,  e,  i,  o,  u,  scale  is 
therefore   abandoned   in  the   Phonographic   system,   and   one 
more  philosophic  and  complete  adopted  in  its  stead. 

19.  Provision  is  first  made  for  the  six  primary  or  long  vow- 
els of  the  language,  as  heard  in  the  following  words; 

E  A  AH  AW  0  00 

eel          aim         alms  all  old         ooze 

20.  The  first  three   sounds  are  indicated  by  a  dot  placed 
respectively  at  the  beginning,  middle,  or  end  of  a  consonant; 
the  last  three,  by  a  short  stroke  or  dash  in  the  same  positions. 
These  dots  and   dashes  are  written   nearly  close,    but  should 
not  touch  the  stroke  consonant  to  which  they  are  attached; 
thus, 


E  A  AH  AW  0  00 

2L  The  upright  line  (the  Phonographic  sign  for  t)  to 
which  the  vowel  marks  are  here  placed,  is  merely  used  to 
indicate  their  positions,  namely  at  the  beginning,  middle,  or 
end  of  the  consonant:  they  are  hence  called  first  place,  sec- 
ond place,  and  third  place  vowels. 

22.  The  vowel  sign  when  placed  before,  that  is  on  the  left 
hand  side  of  the  upright  or  sloping  letter,  is  read  before  the 
letter  to  which  it  is  placed;  when  written  after,  that  is  on 
the  right  hand  side,  it  is  read  after  the  consonant  to  which 
it  is  placed.  When  a  vowel  sign  is  placed  to  a  horizontal 

character,  such  as k,  ^— >  m,  or  ^_^  n,  it  is  read  before  when 

placed  above,  and  after  when  placed  below  the  consonant. 


45 


Donuls     following    Consonants. 

t  a  ah  aw  o  oo 


)* 
C 


r 


)" 
c 


)- 


Dotutls 


Consonants. 


'r        r 


r 


46 


LONG    VOWELS,     CONTINUED. 

23.  The  unvarying  rule  for  placing  and  reading   the  row- 
els, is  to    reckon  them   from   the  commencement   of  the   letter 
to  which  they  are  attached.     Thus  the  letters  f  Z,  /  r,  and 
£    A,  being  written  upward,  the  vowels,  when  placed  to  these 
signs,  are    reckoned    from  the   bottom,  that   being   the    com- 
mencement of  the  letter. 

24.  It  will  be  seen  from  an  examination  of  the  words  on 
the  opposite  page,  that  the  dash  vowels  occupy  the  sr.me  rel- 
ative position  to  all  the  consonants,  that  is,  they  are  placed  at 
right  angles  to  the  consonant  stem,  whatever  the  direction  of 
the  consonant  may  be. 

25.  The    vowels    should   always    be   pronounced    as   single 
sdunds;  thus,  e,  as    heard   at  the   beginning   of  eel;  a  as    in 
ape',  ah,  as  at  the  beginning  of  arm;   (not  as  a-aitch\)  au  as 
awe;   (not  a-you;)  o  as  owe]  oo  as  at  the  beginning  of  ooze; 
( and  not  as  double-o.) 

26.  The  consonants  of  a  word  must  be  written  without  lift- 
ing the  pen,    and   the  vowel   or   vowels   inserted   afterwards. 
The   consonants  of  a  word   form  what  is  termed   its   Phono- 
graphic outline,  or  skeleton. 

27.  Such  are  the  deficiencies  of  the  common  alphabet,  and 
the  consequent  unphonetic  character  of  English   orthography, 
that  the  spelling  of  a  word  can  seldom  be  taken  as  a  guide 
to  its  pronunciation.     In  writing  Phonographically,  therefore, 
the  student  must  note  what  are  the  sounds  of  which  a  word 
is  composed,  and  then  write  the  letters  provided  for  the  rep- 
resentation of  those  sounds. 

28.  It  may   not,  at  first,  be  easy  for  the  student  to  deter- 
mine what  are    the  exact  sounds  heard  in  any  given  word, 
*>ut  the  difficulty  of  determining  will  diminish  at  every    at- 
tempt, and  the  practice  of  noting  the  deliberate  utterance  of 
a  word,  as  distinct  from  its  usual  colloquial  sound,  will    tend 
to  give  accuracy  and  finish  to  the  student's  own  pronunciation. 


Simple 

k     lx     L 


47 


V-   v~    x/-  x 


L 


VV> 


X   -xx    x<1 

C         C-         (- 


> 

A 


-)        .) 


7 


k~N 


I 


48 


SHORT    VOWELS. 

29.  In  addition  to  the  six  long  vowels  previously  explained, 
there  are  six  short  vowels  used  in  English  speech,  as  heard 
in  the  following  words; 

it  ell  at  on  up  foot 

Between  these  short  vowels  and  those  introduced  on  the  pre- 
ceding pages,  there  exists  a  close  relationship,  which  will  be 
perceived  on  pronouncing  the  words, 

eat  ale  arm  awning  ope  food 

30.  The  position  of  the  vocal  organs  in  pronouncing  the 
long  vowels  is  nearly  the  same  as  that  required  for  the  ut- 
terance of  the  shcrt  ones.      The  correspondence  is  least  be- 
tween the  long  and  short  of  No.  5,  and  greatest  between  the 
long  and  short  of  Nos.  4  and  6. 

31.  The  short  vowels  are  properly  represented  by  dots  and 
dashes,  placed  in  the  same  position  as  for  the  long  vowels, 
but  made  light  to  indicate  their  briefer  character. 

•  32.  These  short  vowels  are  more  easily  and  correctly  pro- 
nounced in  connection  with  the  consonant  t.  Instead,  there- 
fore, of  calling  them  short  <>,  short  a,  etc. ,  they  should  be 
named 

it  et  at  ot  ut  oot 

33.  When  a  vowel  is  to  be  written  between  two  consonants, 
it  is  possible  to  write  it  either  after  the  first,  or  before  the 
second  consonant.  To  avoid  ambiguity,  and  to  ensure  uni- 
formity of  practice  among  Phonographers,  the  folloAving  rule* 
should  be  observed. 

FIRST  PLACE  VOWELS  are  written  after  the  first  consonant. 

BKCOND  PLACE  VOWELS  are  written  after  the  first  consonant 
when  they  are  long,  and  before  the  second  when  they  are 
short.  The  length  of  a  second  place  vowel  is  thus  determined 
by  its  position,  if  it  should  not  be  by  its  size. 

THIRD  PLACE  VOWELS  are  best  written  before  the  second  con- 
sonant. 


49 


Doauls. 

et  at  ot  ut  oot 


4 


n 


L_ 


1         r 


10 


\  \ 


_r 


so 


WORDS    CONTAINING    S   OR    Z. 

34.  In  vocalizing,  that  is,  inserting  the  necessary  vowels  in 
words  in  which  the  circle  s  is  used,  there  is  no  interference  with 
the  rules  for  placing  the  vowels,  as  previously  explained;  thus, 


teat  sit  songht  soap         snrne  soar 

T      T.    T      Jx     ^    ^ 

In  these,  and  similar  words,  the  vowel  is  written  and  read 
with  reference  to  its  position  to  the  stroke  consonant,  and 
not  to  the  circle  °  *,  to  which  a  vowel  can  never  be  placed. 

35.  The  circle  °  «,  or  °  z,  is  invariably  read  first  when  it 
begins,  and  last,  when  it  ends  an  outline. 

36.  When   it  is  required  to  place  a  vowel  to  *  or  z,  the 
stroke    forms     )  *,  or    )  z,  are    used.      This   occurs    when  a 
word  contains  only  an  t  or  z  in  addition  to  the  vowel ;  as 

see  toy  taw  so  sous; 

or  when  a  word  begins  with  a  vowel,   immediately  followed 
by  3  or  z;   as 

ask  us  ease  easy  owes  ooze; 

or  when  a  word  terminates  with  a  vowel  immediately  preced- 
ed by  *  or  z;  as 

mossy          glassy          glossy          greasy          cozy          lazy. 

37.  When   the   circle  °  s,  occurs   between   two   consonants, 
the  rule  for  writing  the  second  place  short  vowels,  as  in  desk, 
musk,  tusk,  etc. ,  (  as  explained  in  par.  33 )  does  not  of  course 
apply. 

38.  The  circle  s  may  be  made  double  size  for  double  s,  pro- 
nounced sez,  as  in  pieces,  faces,  etc.     This    double  sized   circle 
should  be  thickened  on  the  down  stroke  for  zez,  as  in  causes, 
roses,  etc. ,  when  strict  accuracy  is  required. 


I 


51 


10 


•r    r 


t 


.•rise  en    S  unJ 


-) 

T 


Js 


c° 
t 


Ss, 


V 


o 


r     r          T    T     r 


x? 


52 


DIPHTHONGAL    GLIDES. 

39.  The  diphthongal  glides  heard  in  the  words  ice,  ml,  owl, 
tune,  are  thus  represented: 


oil 


owl 


u    j    tune  or  you 


40.  The  more  open  diphthong  heard  in  aye,  (yes,)  is  rep- 
resented by  the  sign    |    aye. 

COALESCENTS     W   AND     Y. 

41.  The  sounds  indicated  by  w  and  y,  hold  a  middle  place 
between  vowels  and   consonants;  that  is,  between  the   unob- 
structed and  the   obstructed   sounds   of  the   language.     They 
are  modifications  of  oo  and  e, —  the  closest  of  the  long  vow- 
eis, — modified  by  being  made   through  a  still  closer  position 
of  the  articulating  organs.      W  and  y,  though   belonging   to 
the  unobstructed   class  of  vocals,  are,  in  one   respect,    unlike 
the  more  open   vowels,  in  the  quality  they  possess  of  coales- 
cing with  all  the  other  vowels ;  and  in  this  respect  they  resem- 
ble the  obstructed   sounds  or  consonants.     Partaking  thus  of 
the  qualities  of  vowels   and  consonants,  they  are  represented 
by  vowel  as  well  as  consonantal  signs. 


WAII  c 


woo 


YE      |  VA      I          YAH  J  YAU      |  YO      |  YOO  n| 

The  shorter  sounds  are  represented  by  lighter  signs. 

42.  All  the  signs  for  the  compound   sounds  explained  on 
this  page,  should  alwajrs  be  written  in  the  direction  in  whicli 
they  are  here  represented;  that  is,  they  do  not  accommodata 
themselves  to  the   position  of  the   consonants  to  which   they 
may  be  written,  as  do  the  dashes  for  the  simple  vowels. 

43.  By  prefixing  w  to  the  diphthongs  i,  oi,  and  ow,  the  treble 
sounds  wi,  woi,  and  wow,  are  produced.     They  are  represent- 
ed by  small  right  angles;  thus, 

wi     '      wine        woi  quoit       wow       icound  ( did  wind.) 


(£  *  errise. 

C  )v 


53 


L 


-V. 


L*      G  "~l 

0       0        „(       X 


in 


fp     cr 


--N 


LV  LV 

VC 


54 


DOUBLE  CONSONANTS. 

44.  A  numerous  class  of  words  exists  in  the  English    lan- 
guage, in  which  the  liquids  I  and  r  are  found  following,  and 
closely    coalescing,    with    other    consonants;  forming,    as    it 
were,  a  consonantal  diphthong;  as  heard  in 

pica      pray      free      flow      clay      glaze       draw       throw 

45.  The  I  or  r    in  these  words  is  so    closely    united    with 
the  initial  consonant,  and  the  sound  glides  so    imperceptibly 
from  the  first  to  the  second  element,  that  they  are   pronoun- 
ced with  almost  as  little    effort    as    single    consonants.       A 
natural  and  beautiful  way  of  representing  these  combinations, 
has  been  provided  by  the  author  of  the  System;  namely,    a 
uniform  modification  of  the  simple  letters  thus ; 


\        \        N        \        \ 

i     r     i     i     r     i 


46.  It  must  not  be  supposed  that  the  stem  of  any  of  these 
signs  represents  the  simple  letter,  and  the  hook,  itself,  the  added 
I  or  r.     The  sign    j   for  example,  is  to  be  regarded  as  an  indi- 
visible compound,  representing  tr.     The  same  remark  applies 
to  all  the  signs  of  the  pi  and  pr  series  of  double  consonants. 

47.  The  left-hand  hook  has  been  chosen  for  the  pr  *\  and 
the  right-hand  hook  for  the  pi  \^  series,  and  not  the  contrary, 
because  the  combinations  pr,  tr,  etc.,  occur  five    times  as  of- 
ten in  English,  as  pi,  tl,  etc.,  and  the  signs  chosen  to  represent 
the  former  combinations,  namely,  c  —  *\     |    f  etc.,  are    the 
most  convenient  for  the  writer,  whether  occurring  singly,  or 
joined  to  other  Phonographic  signs. 

48.  For  an  explanation  of^\/r,  *")  thr,  and  —  •>  mp,   lines  12. 
13  and  14,  see  Paragraphs  51   and  52. 


X  \ 


!  4    \ 


V,     X_ 

^    v 


I" 


I      \ 


56 


DOUBLE    CONSONANTS. 

49.  The  signs  of  the  pi  and  pr  series  of  double  consonants, 
are  used  to  represent  either  their  initial  or  final  effect;  as  in 

pray    as  well  .as  in     taper         play    as  well  as  in     apple 
tree         "  "         eater          fly         "  "  r\fle 

draw       "  "        rearfer        claw      "  "  tacA-/e 

50.  When  speaking  of  these  double  consonants,  they  should 
be  pronounced  with  monosyllabic  names;  thus,  *\  should  be 
called  per,  as  at  the  end  of  taper, —  and  not  pee-are;    \   as  at 
the   end  of  enter, —  and  not   tee-are;  \    as   in   sample;        as 
in  rattle.     A  distinction  is  thus  made  between  \^  p,  I,  and 
\^  pi,  etc. 

51.  The   double   consonants  <•— v  mp,  (called   emp)  f^  mr, 
^_x  nr,  are  termed   irregular,    as  they  are   exceptions   to  the 
rules   observed  in  the   formation  of  the   other  double  conso- 

.  nants  of  this  series.  When  fT^mr  follows  signs  in  the  direction 
of  \  p  |  t  or  /  ch,  the  hook  can  only  be  partially  formed : 
no  ambiguity,  however,  is  likely  to  result  when  it  is  thus 
abbreviated.  In  trie  Reporting  Style  '— •>  is  also  mb. 

52.  In  the  formation-  of  the  curved  characters  °^  fr,  ^  vr, 
*j   thr,   ^  THR,  there  is  an  apparent  deviation  from  the  rules 
observed   in   the   formation  of  the  other   double   consonants, 
necessitated  by  the  nature  of  the  signs.     They  are,  however, 
as  strictly  analogous  to  the  straight  consonants  as  their  cur- 
ved  forms  will  admit.     If  the   sign  \^  pi,  for  instance,  were 
made  from  a  piece  of  wire,  and  then  turned  over,  it  becomes 
*\  pr,  in  like   manner  ^    fl  would   give  '^  fr,  etc.     If  the 
signs  for  fr,  vr,  etc. ,  were  hooked  on  the  convex  side,  lengthy, 
graceless,  and,  therefore,  inadmissible  forms  would  result, 

53.  If  the   Right   hand  be   held  up,    with    the   first   finger 
crooked,  the  outline  of  tr  will  be  seen;   and   by  turning   the 
hand  round  in  the  various  positions  of  the  letters  p,  t,  ch,  k, 
all  the  double  consonants  of  the  pr  series  •will  be  formed.     In 
like  manner  the  Left  hand  will  give  the   j   tl  series. 


57 


\    X   \ 


/'     I     >     >    > 


<^^ 


I  .          I 


58 


THE  SPR  SERIES  OF  CONSONANTS. 

54.  A  series  of  treble  consonants  is  formed  from  the  straight 
letters  of  the  pr  series,  by  making  the  hook  into  a  circle; 
thus, 

\    spr  1    sir  ?    schr  a  —     skr 


<\    sir  *\    sdr  f     sjr  a  —     sgr 

55.  The  signs    \  spr,     ]  sir,  etc.,  will  not  be  mistaken  for 
sp,  st,  etc.;  the    latter  combinations  being  -written  thus, 

\      sp  st  /      sch  Q  _     sk 

\      sb  ^     sd  X°    fj  Q  _     iff 

56.  These    abbreviated    forms    for  spr,  etc.  ,  are  used    only 
when  they  begin  words;  in    all    other  cases   both   the    hook 
and  the  circle  must  be  written.     See  lines  6  and  V. 

57.  In  a  few  cases  when  the  circle  *  precedes  a  consonant 
of  the  pr  series,  the  full  form  of  the  hook  can  not  be  written; 
but  words  thus   abbreviated  are  not    likely  to  be    mistaken. 
See  line  8. 

58.  TVhen    the  signs   0  —  s/r,  0  —  sgr    follow  t,   or  d,  they 
are  written  as  in  line  9. 

59.  The  circle  s  is  joined  to  the%.   pi  series  of  double  con- 
sonants, and  to  the  curved  double  consonants,  by  writing  the 
circle  within  the  hook.     See  lines  10  and  II. 

60.  When  these    treble    consonants  are  vocalized,    the  «  is 
read  first,  (  in  accordance    with  the  rule  previously  explained 
with  respect  to  the  circle  «,)  then  the  vowel,    and  next  the 
double  consonant. 


L. 


»  t-  I 

»  f  -r 

11  v  •« 

»  1 


i. 


tf 
f 

•>! 

1 


59 


1L 


K  K.  K 


0 


1 


X 


L_ 


60 


THE    INITIAL     W   HOOK. 

61.  The  sign  c    for  the  coalescent  w,  may  be  prefixed  as  an 
initial  hook  to   f  I,  the  upward/  r,   ^— ^  m,  and  ^_^  n; 

f      wl  /   u-r  s—\  u'm  <^_^  w'w 

0  </  <• 

62.  These  double    letters    differ  from  the  pr  and  pi  series, 
with  respect  to  the  principle  explained  in  Par.  46. 

63.  The  w  hook    signs  are  vocalized    in  the   same  manner 
as  consonants  are  when  preceded  by  the  circle  °  *.     The  hook 
represents   w,  and  the  stems  remain  I,  r,  m,  and  n;  a  vowel, 
therefore,   when  placed    before  either  of    these  double  letters, 
is  read  after  the  w,  and    before  the   consonant  to  which  the 
hook  is  prefixed. 

THE    ASPIRATE    //. 

64.  The  Aspirate  h  is  an    audible    breathing   through  any 
and  every  position    assumed  by  the  vocal  organs  for  the  ut- 
terance of  the  vowels;  in  other  words,  it  represents  each  and 
all  of  the  whispered  sounds  of  the   unobstructed  vocals.     The 
sounds  indicated  by  the  aspirate  h  are  as  numerous  and  un- 
like as  are  the  unobstructed  vocals  it  precedes.     This  will  be 
readily  perceived    on    pronouncing  the  first    element  in  half, 
and  immediately  after,  the  first  element  in  whose,  or  any  other 
words  in  which  the  aspirate  precedes  unlike  vowels. 

65.  The  office  of  the  h  is  thus    unique   in  English  speech. 
It  is  represented  in  accordance  with  the  requirements  of  the 
sound ; 

1.  By  a  stem  letter,   /  h,  to  which  its  accompanying  vow- 
el may  .be  placed.     See  lines  4  to  8. 

2.  By  a  light    dot,    placed    immediately    before   the  vowel 
sign.     See  lines  9  and  10. 

3.  By  an  initial  tick  to  "^  w  and   ^  r.     See  line  11. 

4.  By  thickening  the  hook  of  the  w  hook  consonants.     See 
line  12. 

66.  The   pronoun    he  may  be  written   thus;  ••    he]    but   is 
6est  represented  by  the  stroke,  £    he. 


61 


VI 


rr 


o     |  C'     ^*  Csy  ^^— 


A 


V-    V 


.r    r 


62 


FINAL    HOOKS. 

67.  JV  HOOK.     A    final    hook    on    the    left    hand    side  of 
straight  letters,  and  following  in  the  direction  of  curved  let- 
ters,   represents    n.     See    table    of    double    consonants,    and 
examples  on  the  opposite  page,  lines  1  to  4. 

68.  S  or  z  may  be  added  to  the  straight  consonants  by  mak- 
ing the    hook    into  a  circle,   thus,   \   pns,     \    tns,    etc.    See 
line  5.     To  express  nz  the    circle  may  be  thickened.      These 
forms  will  not  clash  with  \^  ps,    I     ts,  etc. ,  where  the  circle 
is  written  on  the  right  hand  side  of  the  letter. 

69.  After  curved   letters,  a  or  z  is  written  inside  the  hook. 
See  line  6. 

70.  The  ns  circle  may  be  made  double  size  to  express  mes 
as  in  ienses,  dunces,  etc.     See  line  7. 

71.  The  student  should    note  that  the  hook  is  to   be  used 
only  when  the  n  is  final.     When  n  is  the  last  consonant,  and 
followed    by  a  vowel,  as  in  money,  many,  etc. ,  the  alphabetic, 
or  full  sized  n  must  be  used.     In  a    few  words    terminating 
with  n,  when  it  is  preceded  by  two  vowels,  it  is   necessary 
to  use  the  stroke  n,  to  make  the  vocalization  distinct;  as  in 
Leon,  Bowen,  lion. 

72.  F  AND   V  HOOK.     A  final  hook  on  the  right  hand  side 
of  straight  consonant  signs,    represents  f  or  v.     Where  preci- 
sion is  needed,  the  book  may  be  thickened  to  denote  v.    See 
lines  8  and  9. 

73.  TION  HOOK.     The    termination    tion  is  expressed  by 
a  larger  sized  final    hook,  following  the  direction  of   curved 
letters,  and  written  on  the  most  convenient  side  of  straight 
ones.     See   lines  10  to  14.     S  or  z,  added    to  the  tion  hook, 
is  written  inside  the  hook. 

74.  The  tion  hook   may,  -when    necessary,  be  thickened  to 
express  sion  as  in  vision,  occasion,  etc. 


J-      J, 


J-     J, 


d-    d. 


I" 


L      I 


C 


•s- 


I       T 


t 


J.      3- 


lx° 
ix 


I'v 

\J~^. X 

•V 


T 

I 


d- 


J-     '(, 


64 


LOOOGRAPHS. 

75.  The  student  should  now  be   sufficiently    familiar    with 
the  leading  principles  of  Phonographic  representation,  to    be 
able  to  correctly  write    a  large    portion  of  the  words   of  the 
language.     But  to  enable  him  to  write  sentences,  the   method 
by  which  the  most  frequently  occurring  words  are  provided 
for,  must  be  explained.     To  express  words  of  such    common 
use   as  the,  and,  that,  is,    as,  etc.  ,  with    more  than    a    single 
motion  of  the  pen,  would  make  Phonography  too  lengthy  to 
be  written  with  the   rapidity    of    speech.      Such    words    are 
indicated  by  single  characters,  usually  the  sign  which  expresses 
the  leading  or  accented  sound.     To  write  them  in  full,  would 
be  unnecessarily  tedious    and  lengthy,   nor    would    they    be 
more    legible    thus    written,    than    if   expressed    each    by   a 
simple  and  distinct  sign.     Words  thus  abbreviated  are  termed 
Logograms;  and  the   signs   that    indicate    them    are    termed 
Logographs. 

76.  A   few   of    the   most    frequently  occurring    logographs 
are  employed  in  the  exercise  on  the  opposite  page,  to   show 
their  application   and  use.     They  are  arranged   in    the  order 
of  their    frequency.     Words    marked    with  an    asterisk  ( * ) 

f  must  be  written  above  the  line. 

77.  The  logographs,  is,    as,  may  be  aspirated  for    his,  has} 
thus,  '°  his,  .0  has. 

•     The  *        °     is  *        /  are  ^_^    when  * 

s 

.     and  it  \^    have  J   there  or  their 

N       of  *  V       for  /    which  J     was 

\     to  A     you  ' -    him                   do 

.a  \    be  /^~     will  /"•  well 

(      that  *  0     as  (      think  x    me  or  my  * 


L. 


/ 


Ov 

•      ) 


>    C    (. 


(    /  ,  ) 

r  x  c 

\    /<°   /r 


( 


\ 


T  *  ' 


<  / 


VOWEL    LOGOGRAPHS. 


\ 

i 

X 

s 

f 

all 

too          already 

before         ought 

who 

\ 

1 

, 

\ 

i 

/ 

of 

to               or 

but              on 

should 

. 

V 

• 

A 

the  a          and,  an       1  how 

78.  It  will  be  seen  from  the  above  table,  that  each  of  the 
vowel    signs  is  employed  as  a  logograph.     The    stroke    vow- 
els are  used  in  each  of  these   directions  x      '       '  ,  both    on 
and  above  the  line. 

79.  The  vowel  logographs  of  the  Corresponding    Style    are 
written    in  but  two  positions,  on  and  above  the  line.     Words 
represented  by  first-place  vowels,  as  the,  all,  of,  etc.,  are  writ- 
ten above  the  line,  at  the  height  of  the   letter  |  t ;   those   con- 
taining  second  and  third-place  vowels,  as  but,  to,  who,  etc.,  are 
written  on  the  line,  because   three    positions  without  a  stroke 
consonant,  could  not  be  easily   distinguished. 

80.  On  and  should  are  most  conveniently  written  upwards. 
The  above  logograms,  and  those    that  follow    in    subsequent 
tables,  should  be  thoroughly  committed   to    memory    by    re- 
peatedly copying  them. 

NOMINAL    CONSONANT. 

81.  It  is  sometimes  necessary  to  write  one  or  more  vowels 
or  diphthongs,  without  a  consonant,  as  for  initials,  or  for  the 
words  awe,  owe,  or  oh,  etc.     In  this  case  the   sign    I   may  be 
employed  as  an  outline,  bearing  no  specific  value,    to  which 
the  vowels  may  be  placed.     In  expressing  the  stroke  vowels, 
the  letter    |    t,  may    be    used,  and   the    vowel    sign    struck 
through  it  in  a  horizontal  or  slanting  position. 


67 


/ 


i  ,    „  ,  r  x 


,     \ 


.  J  C- 

'     C     ( 


v 

n          >« — 


I         n        x  I         o         Q_y 

V  -    )'  «    !    I  ^. 

^  -    V  '     <    '  /      n          ( 


X," 

p. 


»  ^          V         »  f 

U       Vo        x  V 


•S 


C 


68 


W  AND    Y    LOGOGRAPHS 


with  were  what  would 


ye,  year-s     yet        beyond          you 


"N^  way      f  your      f  well      (/  where     «^  | 

82.  When  two  words  are  placed  to  one  sign,  as  -when,  one, 
in  the  above  table,    it  signifies    that   ^_^  represents  when,  if 
written  above  the  line,  and  one,  when  it  rests  upon  the  line. 

83.  In  the  above,  and  in  subsequent  tables   of   logograms, 
a  word  is  occasionally  printed  with   a    hyphen,    thus  year-s, 
or  with  double  final  letters;  thus,  important    to    show    that 
the  logographs  may  represent  both  year  and  years,    important 
and  importance.     The  context  will  always  determine  which  is 
intended. 

84.  When  a  sign  is  allowed  to  represent    more    than    one 
word,    as  °  for  year  and  years,  in  addition  to  its  own  sound 
ye,  they  are  such  words  as  will  not  clash. 

85.  S  or  Z  may  be  added  to  a  logograph  as         it,    I     its, 
(    think,  (     thinks,  _  come,    .  —  o  comes. 

86.  The   stroke    signs  "^  w  and   f  y    are    employed,    in 
preference    to  the  w  and  y  vowel  signs,  in  words    that   con- 
tain only  vowels  in  addition  to  these  letters,  except  for   the 
logograms  we,  ye,  you.     The    stroke  form  should  also  be  used 
in  words  where  w    is    preceded    by    a    vowel,    as    in    away, 
awake;  also  in  words  where  w  is    preceded    or    followed    by 
s  or  z,    as    in    ivise;    sway;    and    whenever   these    full-sized 
characters  give    more    facile    forms,    or    clearer  vocalization. 
See  Exercise  on  the  opposite  page. 


69 


r 


<    '    r 


r    f    .    n 


X 


,  \ 


r 


r    \- 


70 


SINGLE    CONSONANT    LOGOGRAPHS. 


\  UP 

\  be 

l^  for 

v  have 


rme, 
(_  him 


my 


it            / 

which 
(  come 

do           / 

advantage—    {  f^er 

think        j 

so                     I         shall 

them         ) 

was             J         usual-ly 

will  /" 

/*  are 

(  in 

v    '  \  no 

f  thing 
x  —  '  \  language 

way 


your 


ON    THE    POSITIONS    OF    WORDS. 

87.  It  will  be  seen  from  the  above  table,  that  all  the  hor- 
izontal consonants  are  used  in  two  positions, —  on,  and  above 
the   line.     The   position  which  a  logograph   occupies,  is  usu- 
ally   determined    by    the    accented    vowel    of   the   word    it 
represents. 

88.  This    difference    of   position    should    be  applied  to  all 
words  that  do  not  fill  the  whole  depth  of  the  line  of  writing. 
Words  containing  first-place  vowels    should   be  written  above 
the  line,  and  words  containing  second  and   third-place  vow- 
els   should    rest    upon    the  line.     By  observing    this    rule  of 
position,  the  outlines  of  a    large    number  of   words    may  be 
deciphered  by  the  practiced  Phonographer,  though  no  vowels 
are  inserted. 

89.  There  are  two  instances  in  the  Corresponding  Style  to 
which  this  rule  must   not  be  applied.     Any   should  be  writ- 
ten above  the  line,  so  that  when    the  vowels   are  omitted,   it 

•  may  not  be  mistaken  for  no,  a  word  of  opposite  meaning, 
and  represented  by  ^_^  n,  on  the  line.  Men  should  be  writ- 
ten above  the  line,  and  man  on  the  line,  that  when  not 
vocalized  the  position  of  the  siga  may  indicate  the  word. 


^  ~  .1   .  P-,  . 

)  /        x        (  x_ 


/- 

C 


r  \ 

c    c 


\ 


r     \          /    s 

r  -^    x  \  <1    , 

/9*         I-  ;    \ 
</  N 

r  /    V    n    L 

C          3       /  -P          o 

y        ^  6  \ 


.1 

Vo 


)    j 


\ 


TEE   HALVING    PRINCIPLE. 

90.  The  representation  of  the  past  tense  of  verbs,  and  the 
frequent  occurrence  cf  t  and  d  in  other  cases,    is    thus    con- 
veniently and  beautifully  provided  for    in  the    Phonographic 
System.     By    halving   any   of    the    single,    double,    or    treble 
consonants,  t  or  d  is  added,  according  as    the    consonant    is 
light  or  heavy;  t  being  added  when  the  consonant  is    light, 
and  d  when  it  is  heavy.     See    Table  of   double    consonants, 
and  exercise  on  the  opposite  page. 

91.  W  ^\     f  y     x^x  ny     s~~^  mp,  are  not  halved. 

92.  A    vowel    before  a  half-sized    consonant    is  read    first. 
See    line  3.     A  vowel    after  a   half-sized   consonant  is    read 
next  to  the  primary  letter,  whether  single,  double,  or  treble, 
but  before  the  added  t  or  d.    See  lines  5  and  6. 

93.  Lt    f   should  be  written   upward,    and    Id    r    down- 
ward, and  vocalized  from  the  point  at  which  they  are   com- 
menced.    See    lines  7  and  8.     Yld  is  written  thus    r- 

94.  D  is  added  to  both  light  and  heavy  double  and  treble 
consonants  to  form  the  past  tense  of  verbs.     See  lines  9  to  11. 

95.  The  initial   IP,  the  final    n,  /,    and    v,    and    the    tion 
hook    letters,  when  halved,  represent    the  addition  of  either 
t    or  d;  thus,    c   is  wit,  or  wld;  <•/    wrt,  wrd;  ^  wmt,  wind; 
^  wnt,  wnd ;    *~*  is  mnt,  or   mnd;     _=    kft,    kvd;     \,  ptioned 
etc.  See  line  12. 

96.  When  it  is  required  to  express  an  added  d  at  the  end 
of  a  half-length  letter  ending  with  an  n,  f  or  v,  or  tion  hook, 
the  hook  may  be  thickened.     See  line   13;  this,  however,  is 
seldom  necessary. 

97.  The  advanced  Phonographer    may,  with    but    little    if 
any  sacrifice  of  legibility,  use  a  half-sized  letter  to  represent 
either  an  added  t  or  d.     See    line  14. 

98.  A  full-sized  and  half-sized  consonant,  or  two  half-sized 
consonants,   must  not  be  joined,   unless  each  character    pre- 
serves its   distinctive  form.     Words  terminating  with   ted  or 
ded  are  written  as  in  line  15. 


J'  J" 


C 


> 


^>  X7 


73 


.> 


'V 


/n 


74 


LOOPS    FOR    ST  AND    SIR. 

99.  The    combination  st    is    conveniently    expressed    by  a 
loop,  made  abouf  one-half  as  long  as   the  stroke  to  v.  hich  it 
is  attached.     See  lines  1  to  4.     Vocalize  as  for  the  circle  *. 

100.  This  loop  is  used  as  initial  or  final.     After   |   t,    \    d, 
/  ch,      /  j,  V      f,    ^   w,  it  may  be    used    in  the    middle 
of  a  word.     See  line  5. 

101.  A  larger  loop  or  oval  represents  sir.     See  line  6. 

102.  St  and  sir  may  be    used  as  initial    loops    before    the 
straight    letters  of   the   pr  scries  of  consonants,    and    added 
as   final   loops  to  consonants    terminating    with   the   n  hook. 
See  line  7.     S  is  added  to  the   loops,  as  in  line  8. 

FINAL    HOOK    FOR    S-TION. 

103.  A  hook  made  by  continuing  the  *  circle  to  the  othev 
side  of  the  consonant,  adds  tion  or  sion. 

104.  The  hook  s-tion  may  be  vocalized  for  a  first  or  second- 
place  vowel  only,  by  writing  the  vowel  sign  before  the  hook 
for  a  first-place,    and  after  it    for  a  second-place  vowel.     See 
line  9. 

105.  This    hook    may  also    follow  a  consonant  of    the  pns 
series,  as  in  condensation,  compensation.     See  line   10. 

106.  The    circle  s  or  z  may  be   added  to  this    back    hook, 
and   it  may,  occasionally,  be  used  in  the    middle  of  a  word. 
See  lines  10  and  11. 

LENGTHENED  CURVE ,  ADDING  TIIR. 

107.  When  a  curved  consonant  is  written   twice  its   usual 
length,  it  expresses    the    addition  of  ^   thr.     These    double- 
length    consonants   are  vocalized    like  the    half-length    ones. 
See  lines  12  and  13. 

108.  Advanced    Phonographers    may    employ    this    double 
curve  for  the  expression  of  ter  or  der,  as  well  as  thr, 

. I 


t         N» 


r- 


75 


(f~ 


v     %- 

•*       V 


76 


FINAL    HOOK    LOGOGRAPHS 

N  HOOK. 
\    upon        (/    general-ly     V->  Phonography  s 

\    been          — =  can  (     then  ^~ 

J      done         — =>  again  /°  alone  ^_y  opnon 

F  AND   V  HOOK. 
V^    above  I     whatever          I     differ,  differ  |™e 

— 3    gave 

TION   HOOK. 

\3  objection        \   subjection 
ADDITIONAL  USE  OF  THE  FINAL  HOOKS. 

109.  The    hooks  for  n,  f  or  v,  and  tion  are  called   final  or 
terminal  hooks,  because   they  are  principally  used  at  the  end 
of  words.     It  is  however    allowable  to   employ   them    in  the 
middle  of  a  word  if  the  outline  is  not  thereby  rendered  in- 
distinct.    The  hook,  itself,  cannot  be  vocalized;    correct  and 
distinct  vocalization,  therefore,  depends  upon  the  preceding  or 
following    consonant   affording  a  good   position  for  the  vow- 
el or  vowels  of   the  word.     Where  this  is  not    the  case,  the 
full  length  character  should  be  used. 

110.  As  the  tion  hook  may  be   written  on  either  side  of  a 
straight  letter,  that  direction  should  be  chosen  which  secures 
the  most   distinct  outline.     After  a  straight  letter  beginning 
with  a  hook  or  circle,    the  tion    hook    should  be  written  on 
the  side  opposite  to  the  circle  or  hook.     When  k-tion  follows 
/!  turn  the  hook  below;  when  k-tion  follows  Z,  turn  the  hook 
above :  this  preserves  the  straightness  of  the  k.         See  illus- 
trations on  the  opposite  page. 


Q:  *  c  r  c  t  s  e . 


i       .-?i 


x     r     u 


)  1 


<       \ 

v_ 


78 


/,    AND    R    HOOK    LOGOGRAPHS. 
\^    principj'g  |     dear        "^N  every        <?""»>    Mr.  remark  * 

*\  remember-e<l      c call*          rj   three        £~^    more 

\^  member          c difficultly    J  *uc!e        <:-~^'    neari  n°r* 

\   tell,  till          ^     full  J)  ture       c —    care 

|   truth  C"N\    fr  m  ^/   pie  u  ure 

VOCALIZATION    OF    DOUBLE    CONSONANTS. 

111.  The  student  has  thus  far  been  able  to  insert  a  vowel 
only  before    and  after  a  double    consonant   of   the  pi  and  pr 
series.     A  method,   however,  is   provided  by  which    a  vowel 
may  be  inserted  between  the  two  letters.     For  the  long  vow- 
els 1,  2,  3,  write  a  small   circle  before  the  consonant,  in  the 
position  which  the  simple  vowel  would  occupy.     See  line  11. 
For  the  short  vowels    1,  2,  3,  write  a    small   circle  after  the 
consonant.     See  line  12. 

112.  In  a  few  words  the  position  of  the  consonants  makes 
it  inconvenient  to  observe  this  rule,  in  which  cases  the  circle 
for  a  long  or  short  vowel  may  be  written  on  either  side. 

113.  The    stroke  vowels  4,    5,  6,  for   both    long  and  short, 
are  struck  through  the  double  consonant.     See  line  13. 

114.  "When  an  initial    hook  or  circle  would    interfere  with 
a  first-place  vowel,    or  a    final    hook   or  circle  with  a  third- 
place  vowel,  the  stroke  vowel    may  be  written    immediately 
before   the   commencement,  or   immediately  after   the   end   of 
the  consonant.     See  line  14. 

115.  This  rule  for  vocalizing  the  double  consonants  secures 
brief  and  convenient  forms  for  many  words  that  must  other- 
wise be  written  at  greater  length  with  the  single  consonants. 


,      \ 
,      C    J 


UP          1 


\ 


v   ,  %-, 


1 


\  ( 

^     °" 
K  - 


V 

c-*-/l 


80 


HALF-LENGTH    LOGOGRAPHS. 


'^  .  particnlar-ly  * 

—  could 

opportunity 

c~    according-ly 

^   spirit  * 

•=-    cared 

r    told 

"•=  cinnot* 

1  toward 

~=  account 

S  child* 

-    God* 

(    thought*  •->   might* 

(    that*  ^    mind* 

(  without  ^  not* 

)  establish-ed-ment  —  nature 

j  sliort*  ^  went* 

-vLonl.read'Cv.)  <-   WOnt 


gentlemen*    _   good 


word 


under 


^  gentleman      e-  great  ^   immediate-ly  »     (/   world 

—  quite*  v.  after  —  made 

ON  THE  USE  OF  HALF-LENGTH  LETTERS. 

116.  A    leading    feature    in    Phonographic    writing    it-    to 
make,    whenever    practicable,  the    position    and  outline  of  a 
word  a  key  whereby  to  decipher  it,  independently  of  the  in- 
sertion of  Towels.     The  halving  principle,  —  like  every  other 
mode  of  abbreviation  —  .affords  frequent  opportunities  for  the 
writer  to  employ  this  method  of  distinguishing  words. 

117.  A  half-length  consonant,  when  used   by  itself,  should 
be  employed  for  words  that  contain  only  one  vowel,  as  void, 
loud,  met,  etc.  ,  and  the  two  single  consonants  for  words  that 
contain  two  or  more  vowels,  as  avoid,  aloud,  emit,  etc.     Empty, 
knotty,  Kitty,  pretty,  etc.  ,  cannot,  of  course,  be  written  with 
half-length  letters. 

118.  The    half-length    upward  r  is  used  only  when   joined 
to  other  letters.     When  rt  or  rd  are  the  only  consonants  in 
a  word,  use    the    half-length    downward  r  when    the   Towel 
precedes,  as  in  art,  heart,  heard,   sort,    sword,    etc.  ,  and  write 
the  full   length  letters  when   the  vowel   follows    the  r,  as  in 
write,  ride,  red,  etc.     An  exception  is  made  for  the  frequently 
used  word  read  (  pros,  tense.) 

119.  The    upward  rt  may  also    represent  rd,  in   afford,  an- 
swered, deciphered,  and  similar  words.     It  may  easily  be  mado 
heavy  when  written  with  a  pencil. 


81 


(£  #  e  r  n  3  e 


\ 


.    </ 


^    /TV 


r 


r 


V       n 

>)  P 


PREFIXES. 

120.  The  characters  by  which  the   prefixes  and    affixes  cm 
the  opposite    page  are  represented,   should    be  written    near, 
but  not  joined  to  the  remainder  of  the  word. 

121.  When  con,  com,  or  coj,  occurs  in  the  middle  of  a  word, 
it   is  expressed   by  disjoining,  and   writing  the   remainder  of 
the  word  close  to,  and  when  convenient,  somewhat  below  the 
commencing    syllable.     In  general   the  commencing    syllable 
need  not  be  vocalized.     See  lines  2  to  4.     The  reporter  may, 
in  like  manner,  indicate  these  syllables  in  Phrase*. 

122.  In  writing  the    prefixes    re-con,  and  irre-con,  etc.,  the 
upward  or  downward  r  is  use'l  in   accordance  with  the   rule 
explained  in  paragraphs  131,  132. 

123.  A  prefix  of  a  sound    similar  to    any  on  the    opposite 
page,  may  be    represented  in    the    same    manner.     Thus,  ^ 
may  represent    enter,  as  well    as  inter   and    inlro.     The    sign 
representing  this  prefix   may  often  be  joined   to  the  remain- 
der of  the  word  without    endangering    the    legibility  of  the 
writing. 

124.  In,  en,  or  un,  m-.\y  be  prefixed  to  the  treble  consonants 
of   the  tpr    series,    and  to  /    and  m,    by  a    backward    hook. 
See  line  6. 

AFFIXES. 

125.  For  the  terminations  ing  and  ing.*,  use  ^^  and  >^ p  m 
all  cases  where  it  can  be  conveniently  joined. 

126.  The  termination  ly  is  usually  joined  to  the  preceding 
part  of  the  word,  except  after  final  hooks. 

127.  The    terminations  l-ly    and  r-ty,   usually  ility  or  ality 
and  arity.     Any  character  when  disjoined  from  the  preceding 
part  of   tha  word,  expresses  the  addition   of    either  of  these 
terminations.     See  line  11. 

128.  A    logograph    may  be    used  as  a    prefix  or    affix,  as 
V,  after,  for  afternoon  or  heraj/fer. 


°-n  com     j-      t      \     t 

Hon,  com,   cog  ^  ^  ~ 


lity,  arity  N 

Self,  soever        _^  ,^        ;       ,elve, 


Con  tr]  Counter  [_ 
Circum,  self 


Inter,  intro         ~[.      "L^      ^^v  w^_-        "L 

Magni,  magna  ^v 


84 


RULES    FOR    WRITIN'G    L   AND    R. 

INITIAL  L.  129.  When  I  begins  a  word,  and  is  followed  by 
k,  m,  or  any  of  their  derivatives,  use  the  upward 
1;  (see  line  1 ;)  but  when  a  vowel  precedes  the 
I,  use  the  down  stroke.  See  line  2.  In  all  other 
cases  use  the  upward  or  downward  I,  as  may  be 
most  convenient. 

FINAL  L.  130.  When  I  terminates  a  word,  and  is  imme- 
diately preceded  by  f,  v,  or  the  upward  r,  write 
the  I  downwards.  See  line  3.  When  there  is  a 
final  vowel,  write  the  I  upwards.  See  line  4.  (  An 
exception  is  made  in  writing  the  words  necessarily, 
sincerely,  inwardly,  etc. ,  as  sufficiently  distinct  and 
more  convenient  forms  result  from  the  non-observ- 
ance of  the  rule.)  In  other  cases  use  the  most 
convenient  form. 

INITIAL  R.  131.  When  r  is  preceded  by  a  vowel,  use  the 
down  stroke.  See  lines  5  and  6.  This  rule  does 
not  apply  to  the  words  on  line  7,  as  inconvenient 
forms  would  result.  When  r  begins  a  word,  use 
the  up  stroke;  also  when  r  is  preceded  by  the 
circle  s,  and  is  preceded  and  followed  by  a  vowel. 
See  line  9.  When  r  is  followed  by  m  or  any  of 
its  derivatives,  use  the  downward  r.  See  line  1 0. 

FINAL  R.  132.  When  r  terminates  a  word,  use  the  down 
stroke.  See  line  11.  When  r  is  the  last  conso- 
nant in  a  word,  and'  is  followed  by  a  vowel,  use 
the  up  stroke.  See  line  12.  After  g,  v,  th,  and 
m,  write  the  up  stroke  in  all  cases.  See  line  13. 
When  r  follows  two  descending  letters,  as  in  fix- 
ture, prepare,  etc. ,  it  should  be  written  upwards. 
When  r  is  repeated  at  the  end  of  a  word,  as  in 
terror,  superior,  etc.,  write  the  upward  r  double 
length. 


85 


V* 


,4       IX 


>* 


Oc     ^r 
•s       ^ 


IV 


" 


C         G 


s  s 


85 


SPECIAL    RULES,    CONTRACTIONS,    ETC. 

133.  When  two  rowels  are  to  be  placed  to  one  consonant, 
that  vowel  should  be  written  nearest  which  is  sounded  near- 
est.    See    line    1.     When    two    vowels    occur    between    two 
consonants,  place  one  to  each.     See  lines  1  and  2. 

134.  Diphthongs  of  the  first  and  third  positions  may  occa- 
sionally be  joined  to  consonants.     See  lines  3  and  4. 

135.  A  double   sized   circle  may  be  suggestively   vocalized, 
as  in   line  5.     Without   vowels    the;e  words    are  sufficiently 
distinct  to  the  practiced  Phonograph er. 

136.  Many  words    ending  with  zd   are    best  written    with 

the  P  zd.     After  f  I,  the  upward    /  r,   .. -  n,  and    /  h, 

the  thickened  loop  may  be  used.     See  line  G. 

137.  For  the   sake  of   brevity  and    speed,    license  is  occa- 
sionally permitted    in  wrLing,  which  is    not  to  be  practised 
in  speech.     See  line  7. 

138.  The  half-length  )  st,  or    )    zd,    may,  at  the  end  of  a 
few  words,  be  struck  upwards.     See  line  8. 

139.  THE,  being  the  most  fre^uenty  occurring  word  in  the 
language,  may  be  conveniently  jo:n  d  to  its   preceding  word, 
by    elongating    the  dot   into  a  short    slanting    tick,    written 
upwards    or   downwards    as  may  be    most    convenient.     See 
lines  9  and  10. 

140.  A  AN  or  AND  may  be  joined  to  a  preceding  or  follow- 
ing   word    by  elongating    the   dot    into  a  short    vertical    or 
horizontal  tick.     See  lines  11  and  12. 

141.  STOPS  are  written  in  the  usual  way,  except  the  period, 
tor  which  a  small  cross  is  used.     In   reporting,  stops  should 
be  indicated   by  leaving  spaces.     The  note  of    INTERROGATION 
is  placed  before  the  sentence,  and  that  for  DOUBT  at  the  end. 
See    lines  13  to  15.     An   emphasised    word  is  expressed    by 
drawing  a   waved  line    under  it.     Capitals  are    marked,  when 

necessary,  by  two  short  lines,  thus  = ,  placed  below  the  word. 
Write  figures  with  the  ordinary  numerals,  except  <^_^  one, 
^  two,  and  )  thr?f.  which  are  represented  by  logographs. 


,  -1. 


_p 


U 


T. 

y 


S 


^ 
\ 


13  x    Period 

14  =      Jlyphen 

15  ^        ILnughter 


V 


anil  tlie 


IS      ^T        \r  ! 

L         u       v 

**^>          t?~ 


-f 


^ 


?  Jntenogation  i  pKxulaiuatiou 

?  ^Doubt                    ^Uash 

»  J  ^       T 

I  Grief  T      Clieers,  ExuKal 


HINTS    FOR    PRACTICE. 

142.  When  the  student  has  arrived  at    this    stage    of   the 
Manual,  he  should  be  so  familiar  with  all  the  engraved    ex- 
ercises over  which  -he  has   passed,  as  to  be  able  to  read  them 
without  hesitation.     If  this  ii  not  the    case,  he    is    earnestly 
advised  to  begin    the    book    anew.      The    time    thus    spent, 
'could  not,  at  this  stage  of  his  progress,  be  better   employed, 
especially  is  he  advised  not  to  neglect  the  "  Writing  Exercises  " 
at  the  end  of  the  Manual. 

143.  The  learner  should  not  at  the  outset   of   his    practice 
attempt  to  use  all  the  abbreviations  that  have  been  explained. 
For    a    few    weeks,    his    great    aim    should    be   to    gain     a 
thorough   familiarity  with  the  single   and  double  consonants, 
and  the  vowels,  after   wh'ch    he    nvy    gradually    adopt    the 
abbreviations  as  he  feeb  to   nee  1    and    can   understandingly 
employ  them. 

144.  In  determining  the  best  outlines  for   words,    the    stu- 
dent will  find  that  the  shortest    farms   are    not    always    the 
best,  or  the    most    expedi:iously    written,    nor    are  the    best 
forms  always  those  which  take  up  the  least  room.    As  a  gen- 
eral rule,  those  outlines  should  be  chosen  which  can  be  most 
easily   written    and   most    distinctly  vocalized.     The    student 
•will  gradually  acquire  the  best   outlines   by  the    practice    of 
the  art,  and  by  reading  the  Phonographic   publications.     He 
is  advised  to  begin  with  the  Phonographic  Reader,  and  after 
it  the  Phonographic   Magazine.     He    may    then  obtain  other 
works  for  reading  practice  according  to    his   inclination    and 
means. 

145.  The  student  is  recommended  to  spend  as  much  time  in 
reading  as  in  writing  Phonography,  and    to    select    for    this 
engraved  rather  than    written    Phonography.     Articles    from 
the    Phonographic    Readers,    1st    and    2d,   and    Plain    Talk, 
should    be    transcribed    into    long-hand,   and    then    written 
out    in    Phonographic    characters.      The    copy   should    then 
be    compared   with    the    original,    and    mistakes    corrected. 
If   errors    abound,    it    should    be    accepted    as    a    suffic-ient 
reason    for    rewriting    the    exercise. 

I 


.      f. 


•<5-£> 


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89 


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T 


C 


\>  X 


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r    >  c 


90 

1 

TABLE    OF    VOWELS,    DIPHTHONGS,    ETC. 

VOWBLS. 

Long. 

Short. 

1.         E 

eel 

i 

ll 

1 

2.         A 

• 

ale 

e 

ell 

3.       AH 

• 

arm 

• 

am 

4.       AU 

all 

0 

" 

on 

5.         0 

- 

ope 

11 

- 

"P 

6.       00 

food 

00 

foot 

V 

DIPHTHONGS.  —  I 

V 

ice    AI 

aye    01 

oil      OW 
/ 

Oit'l 

TRIPHTHONGS.  —  WI 

wme  WOT  n 

guoit      WOW  . 

wound. 

DOUBLE  LETTERS  OF  THB  W  AND  Y  SERIES. 

WE 

'1 

we 

•vvi 

< 

wit 

WA 

c 

way 

we 

c 

wet 

WAH 
WAIT 

c 
1 

qualm 
wall 

•wa 
wo 

J 

wag 
was 

WO 

'1 

woke 

\vu 

3 

won 

WOO 

, 

wooed 

woo 

, 

wood 

YE 

- 

V* 

yi 

" 

* 

YA 

« 

yea 

ye 

.         - 

yet 

YAH 

yahoo 

ya 

yam 

YAU 

yawn 

yo 

yon 

YO 

0 

yoke 

y*o 

- 

young 

Y0v> 

» 

you 

yoo 

j 

* 

91 

SINGLE  AND  DOUBLE  CONSONANTS. 

P 

x 

PL       *\ 

PR         *\ 

PN          X 

/ton 

PT        x 

13 

X 

ISL       X 

BR          'X 

li.X           X 

B           V 

air      x 

T 

1 

TL         f 

TR            1 

TN            J 

T            <Jj 

TT            1 

D 

1 

I)L        f 

DB             1 

DN            J 

D           Jl 

-            1 

CH 

/ 

CHL      / 

CHR          / 

CHX        ^/ 

cn    c</ 

CHT         / 

J 

/ 

J..         /> 

>*           / 

jx    y 

'      ^ 

JD          / 

K 

— 

KL       c  

KR           n— 

KN         o 

K     -3 

KT         _ 

G 

— 

GL       c  

GR          c  

GN         3 

G          —  •? 

UD  '     _ 

F 

v_ 

KL        V_ 

FR           "X 

™   .Vo 

F        Vo 

J-'T          V 

V 

S. 

\L        x^ 

VR           ^ 

AN         Vj: 

V          V^ 

VD          ^ 

Til 

( 

THL       (^ 

THR          ^ 

TUN        C 

TH         C 

TUT       ( 

TH 

C 

THL       C 

THR          [) 

TH  X         C 

TH         C) 

THT       ( 

S 

) 

•*           o 

ST              <7 

SX             c) 

S             0 

,  ST            > 

7,      - 

SI1 

J 

z 

»ITL  c_j 

ZM              ) 
SHX       <^ 

Z            3 
SH     Cx^J? 

ZD           ) 
BUT       V 

SHR        _y 

ZI1 

J 

ZKL      ,-_>/ 

ZIIB        _J 

ZHN        c/1 

ZH      ^ 

ZI1D       J 

L 
P, 

r 

\VL         ^~ 
\VB       t/ 

LX          /° 

L         ^° 

I/T  /"  LD    /" 
"KT  •>>    KD  •> 

Pv        X 

M 
H 

NG 

.  - 

MP        x-^ 

MK      <r-^ 

NR        <^- 

-WM        ^—  x 

-MX         ^~i 
N'iN      ">»-? 

M         /^j 
V         ^    "^ 
NR        ••>_? 

MT  ^   MD  -. 

XT  ^  XD  ^ 

92 

ARRANGED   PHONETICALLY.       (  FOR   THE   UEADES.; 

\ 

Up 

1 

toward 

r- 

cared 

N 

priri  :ipilj"'y 

1 

do 

- 

cannot  * 

\ 

upon 

' 

dear 

- 

account 

N 

particnlar-ly  * 

I 

difrcrente 



give-n  * 

N 

'opportunity 

J 

done 



together 

^ 

spirit  * 

/ 

which 

—  ^ 

gave 

\ 

be 

* 

child* 

—  3 

again 

N 

re-memlier-ed 

/ 

advantage 

— 

God  *  good 

"^ 

been 

</ 

gsneral-ly 

- 

great 

N 

object 

</ 

gentlemen  * 

V 

for 

X 

above 

</ 

gentleman 

V 

full 

No 

objection 



kingdom"1  come 

^ 

from 

^ 

subject 

— 

call,*  dimcult-y 

Vo 

Phonography 

\ 

subjection 

«- 

care 

v. 

after 

it 

~- 

can 

V 

have 

r 

tell,  till 

— 

quite*  could 

^ 

every 

1 

trutl 

c^_ 

called* 

f 

think 

p  ( 

told 

cr- 

according-ly  • 

5 

three 

•Written      above  the  line. 

( 

thought* 

*• 

Lord,  read  * 

f 

your          93 

( 

them 

^ 

word 

( 

yours 

<\ 

there 

c/ 

world 

/ 

he 

ir 

i 

VOWELS. 

c 

then 

^~" 

me,  my*  him 

m 

The,*   a 

( 

this 

s~z 

men,*  man 

f 

an,  and 

( 

that,*    without 

s-^ 

remark,  Mr.* 

\ 

all,*  two,  too 

) 

SO 

(^~*\ 

more 

i 

already  * 

•V 

establish6'1   . 

. 

nient 

/^~^      i  imj)ortan    * 

i 

before 

\ 

was 

*^~~*        !    improve-ment 

/ 

ought,*  who 

O 

is* 

^, 

might* 

\ 

of,«  to 

C 

as 

*•* 

immeiliale-lx* 

l 

or,»  but 

0 

first 

^ 

mind* 

s 

on,*  should 

y 

shall-t 

X 

in,  any,*  no 

we  * 

J 

sure 

*~S 

when  *  one 

u 

ye,  year-s  * 

i 

short  * 

^_? 

opinion* 

H 

you 

J 

usual-ly 

<^, 

nor.  near  * 

C 

with,*  were 

J> 

pleasure 

^, 

riot,*  nature 

J 

what,*  woutf 

r 

will 

^ 

under 

n 

beyond  * 

0 

well 

- 

went,*  wont 

yet 

r 

alone 

^ 

thing  * 

y 

I. 

' 

are 

— 

language 

A 

how 

c/ 

where 

> 

way 

S>4                                 r 

&  o  g  o  g  r  a  in  s  . 

ARRAXGKD    ALPHABETICALLY.       (  FOE    THE    WRITER.) 

. 

A 

-= 

cannot* 

— 

good 

\> 

above 

«r- 

care 

- 

great 

«- 

accorc!ins-ly  * 

<~~         cared 

V 

have 

-- 

account 

•^         child* 

f 

/ 

he 

/ 

advantage 

come 

^ 

him 

\± 

after 

— 

could 

A 

how 

-^ 

again 

1 

dear 

V 

I* 

\ 

r 

all* 
alone 

I 

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FOREIGN  SOUNDS. 

147.  It  is  often  a  convenience,  sometimes  a  necessity,  to  use 
in  speech  and  writing,    words    of   foreign  origin.     Numerous 
words  and  phrases,  chiefly  from  the  French,  have  thus   become 
incorporated  with  the  English  tongue.     It   has   however   been 
a  too  common  practice  to  give   to   foreign   words  and   names, 
a  crude,  idiomatic  pronunciation,  in  accordance  with    the   En- 
glish use  of  letters.     This  is  to   be   deprecated   as   tending  to 
confusion,  and  making  ignorance,  not  knowledge,  the  standard 
of  practice. 

148.  Route,   tour,  espionage,  fracat,   etc.,  are  frequently    pro- 
nounced rst,  t-sr,  espeona',  frakas,  etc.,  and  it  is  to  be  regretted 
that  Dr.  Webster  has  lent  his  authority  to  the  practice.    By  the 
French,  and  by  educated  Americans  who  are  acquainted  with  the 
language  whence  these    words  are  derived,    they  will  always 
be  pronounced  rent,  tcbr,  esp'onaj,  frakq,  etc.     If  the  French  pos- 
sess a  word  for  a  thought  or  feeling  for  which  we  have   no 
adequate  expression,  let  us,  if  we  feel  the  need,  accept  their 
word  with  which  to  enrich  our  own  language;  but  to    coin 
from  a  word  already  in  use  by  millions    of   people,    a    new 
and   mongrel  sound,  offensive  alike  to  the    native  and    edu- 
cated ear,  and  to  all  ideas  of  good  taste,  is  a  practice  which 
ali,  Phoneticians  especially,  should  uniformly  discourage. 

149.  For  the  representation  of  foreign  sounds,  and  for  a  more 
exact  representation  of  English  than  is  provided  by  the  twelve 
vowel  scale,  an  extended  scheme  is  here  presented. 

150.  In    ordinary     Phonography    there    is    no    distinction 
made  between  the  e  in  merry,  and  the  e    in  mercy;  between 
the  a  in  dame,  and  that  in  dare,-  nor  between    the  a    in    at, 
or  the  a  in  calm,  and  that  in  ask.    By    careful   speakers,    in 
this  country  and  in  England,  these  words  are  differently  pro- 
nounced ;  and  in  Phonetic  printing  the  three  additional  sounds 
here  referred  to  ,are  indicated  by  appropriate  signs.     Suitable 
marks  should,  therefore,  be  provided  in  Phonography,  though 
it  would  be  needless  precision  to  insist  upon  their    constant 
use  in  ordinary  writing. 


97 

<£.*ten&eb   2Upl)abe1 

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7 

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ici    F. 

2 

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8 

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etc  F. 

3 

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patte  F.  ask  £.' 

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i 

me  F. 

12 

u 

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Kanste  G  . 

Nasal   Votctis.                              Dissyllabic    Diphthongs. 

17 

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being 

13 

in 

H 

> 

fin         ^     S> 

18 

a-i 

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clayey 

14 

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27     o-e        A 

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24 

gh 

-fr 

einig  G. 

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11 

A- 

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E    <^~J         G 

A      F  7 

X 

r     pS 

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1      'H5'        8 

?7       w    ^ 

98 


POSITIONS  OF  WORDS. 


161.  In  the  Corresponding  Style  of  Phonography,  one  po- 
sition only  is  recognized  for  full  sized  down  strokes  ;  and 
two  positions,  namely  on  and  above  the  line,  are  used  for 
horizontal,  and  half-sized  characters,  and  for  vowel  signs.  In 
the  more  advanced,  or  Reporting  Style  of  Phonography,  three 
positions  are  used  for  all  characters;  —  the  positions,  as  in 
the  simple  style  of  Phonography,  being  determined  by  the 
primary  or  accented  vowel  in  the  word.  By  this  means  the 
leading  vowel  in  a  large  number  of  words  may  be  indicated, 
without  being  inserted,  and  a  speed  in  writing  acquired 
which  would  otherwise  be  unattainable. 

152.  When  single  lined  paper  is  used,  —  and  when  plain  pa- 
per is  used,  an  imaginary  line  is  supposed  to  exist,  on  which 
the  writing  rests  —  ,  words  occupying  the  first  position  are 
written   above  the  line  ;  words  in  the  second    position    are 
written  on  the  line;    while  those  in  the  third  position    are 
written  immediately  below  the  line. 

153.  To  secure  greater  legibility,  paper  ruled  with  double 
lines  is  employed  by  most  reporters  ;  the  lines  being  about 
one  eighth  of  an  inch  apart,   with  double   that  distance  be- 
tween the  lines  of  writing.     The  advantages  of  double  lined 
paper  are,  that  it  secures  greater  distinctness,  for  words  in  the 
first  position  ;    it  distinguishes   between   full   and   half-sized 
characters  in  the  first  position,  and  checks  the  tendency  to 
write  too  large  when  reporting.     When  this  description  of  pa- 
per is  used,  the  following  are  the  positions  to  be  observed. 

FOR  FULL  SIZED  UPRIGHT,  AND  SLOPING  CHARACTERS. 
1st.    position;     through  the  upper  line. 
2nd.  position  ;     between  the  lines. 
3rd.  position  ;     through  the  lower  line. 

FOR  HORIZONTAL,  HALF-SIZED  CHARACTERS,  AND  VOWEL  SIGNS. 

1st.    position  ;     immediately  below  the  upper  line. 

2nd.  position  ;     resting  on  the  lower  line. 

3rd.  position  ;     immediately  below  the  lower  line. 


I 


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101 


REPORTING  STYLE  OF  PHONOGRAPHY. 

154.  The  present  work  treats   specially  of  the  Correspond- 
ing Style  of  Phonography,  and  the  simpler  style  of  Reporting. 
For  the  study  of  reporting,  as  an  art,  the  reader  is    referred 
to  the  Reporter  s   Companion,  and  the  Phrate  Book. 

155.  The  exceeding  brevity  and  legibility  of  the  Reporting 
Style  of  Phonography  is  due  to  the   observance    of   the    fol- 
lowing principles  of  abbreviation  ;  — 

1st.  Writing  words  in  one  of  three  positions,  by  which 
the  leading  or  primary  vowel  of  a  word  may  be  indicated 
without  being  inserted. 

2nd.  The  use  of  additional  Loc  o  .jraphs  in  each  of  the 
three  positions,  by  which  all  the  most  frequently  occurring 
words  in  the  language  are  provided  with  brief  signs.  A  list 
of  the  most  useful  of  these  reporting  logographs,  which  the 
student  should  first  employ,  is  given  on  page  104. 

3rd.  The  use  of  Phraseography,  that  is,  the  joining  of 
words,  chiefly  logographs,  into  phrases,  without  lifting  the 
pen  or  pencil  from  the  paper;  —  one  of  the  most  useful  and 
beautiful  features  of  the  Reposing  Style  of  Phonography. 
The  phrases  on  pages  103,  will  suggest  many  more. 

Occasionally  a  prefix  or  affix  may  be  joined  to  the  other 
portion  of  the  word,  as  -^  for  inter  or  intro,  or  \  for  the 
affix  lility.  without  any  danger  of  illegibility. 

4th.  The  use  of  contractions,  or  portions  of  long  words, 
which  are  in  most  cases  suggestive  of  the  omitted  por- 
tion. See  list  of  Contractions  on  page  102. 

5th.  Writing  words  containing  the  same  consonants,  iu 
different  positions  and  by  different  outlines.  See  page  85. 

6th.  Omitting,  yet  in  some  way  indicating,  unimpor- 
tant words. 

The  connective  phrase  of  the  is  indicated  by  writing  the 
words  between  which  it  occurs  near  to  each  other. 

Of  may  be  omitted  in  the  following  and  similar  phrase- 
Ographs;  Ifoufe  (of)  God,  Act  (of)  Ccn^rcer,  Word  (of)  God. 


f 

102 

Contractions. 

About 

New 

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Phonetic  Society 

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Especially 
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Practicabj'1^ 

16 

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J                   N 

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Information 
Instruction 

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Something 

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Subject 

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Intelligent 
Intelligible 

7                          "5^ 

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Tern.  Society 

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Interest 

Interested 

Transcribe 

trregular-ity 

1       ---      X- 

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jiysen 

Whensoever 

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Natural-ly 

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Never 
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103 

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^  s 

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p            Jo 

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It  mr-y  hp  [well 
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UN          l~V~ 

As  soon  as 
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Q  9         tC^ 

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It  shd  have 

K  L 

Could  be 

Of  course 

^_  0                 NO 

Could  not 

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Did  not 
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v^^r 

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H»  has  been 
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)      G 

I  am  glad 

v-~>_    ~» 

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I  am  not 

To  be 

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1        1 

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X    ^ 

We  will 
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(T 

In  order  to 
Is  it 

— 

With  which  the 

You  may 

l   ^ 

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You  will 

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You  wiH  not 

^ 

104 

Importing  £ogoQrapl)3. 

Able 
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, 

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—  o 

Own 
People 

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Put 

<? 

S     _N 

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..-_   ; 

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p..iL     p....... 

Doctor 
During 

Each 
Ever 

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i       i 

Than 
Thank 

These 
Those 

Though 
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vi'  ~            \  
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Us-e 
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riling 


smists. 


To  obtain  a  practical  acquaintance  with  Phonography,  it 
is  not  sufficient  that  the  explanations  in  this  work  be  read, 
and  the  engraved  exercises  afterwards  copied  and  re-copied 
many  times;  it  is  necessary  that  the  student  should  write 
exercises  from  the  common  spelling,  in  order  to  test  his  fa- 
miliarity with  the  sounds  of  words,  and  with  the  different 
parts  of  the  system  used  in  their  Phonographic  expression. 

These  exercises  should  be  written  in  a  Phonographic  Copy- 
Book,  made  of  ruled  paper,  occasionally  with  a  pencil,  at 
oilier  times  pen  and  ink.  When  lessons  are  received  in  class, 
a  pencil  is  commonly  used,  while  those  exercises  which  are 
wriltcn  at  home,  and  which  ought  to  be  prepared  with  great- 
er care,  should  be  written  with  a  pen. 

It  will  be  of  great  advantage  to  the  student  to  write  each 
combination  or  word  in  these  exercises  at  least  three  or  four 
times;  first,  as  a  test  of  his  acquaintance  with  that  principle 
of  the  system  involved  in  its  correct  representation ;  second- 
ly, to  gain  that  familiarity  with  the  signs  which  comes  from 
repeatedly  observing  them,  and  to  attain  that  ease  in  writ- 
ing them,  which  results  from  knowing  exactly  how  any  letter 
or  word  should  be  written,  without  a  moment's  hesitation. 


106 


EXERCISE  I. 

COMBINATION  OF  CONSONANTS. 
( See  Manual  of  Phonography.     Par.   7  to  1 2.) 

"Write  the  following  combinations  of  consonants.  The  let- 
ters that  are  joined  by  a  hyphen  are  to  be  written  without 
lifting  the  pen. 

t-k  t-m  m-k  n-k  k-n  m-n  n-m  n-n  m-m  p-k  p-ra 
ch-k  ch-m  ch-n  m-1  k-1  n-1  p-1  t-1  1-n  f-ni  f-1  1-t  1-f 
1-p  t-m-k  t-m-u  t-in-1  m-l-n  1-t-l  1-t-m  1-n-t. 

In  the  following  combinations  the  first  letter  should  be 
wiitten  down  to  the  line  and  the  second  below  it. 

p-t    b-t    t-p    t-b    f-t    f-d    v-t    t-f    ch-t    ch-p    p-ch    f-eh  f-r. 

In  the  following  combinations,  the  first  consonant  should 
be  commenced  sufficiently  high  above  the  line,  to  allow  the 
descending  letter  to  rest  upon  it. 

k-t  n-t  m-t  k-p  n-p  n-f  n-v  k-v  k-f  m-f  m-v  k-ch 
k-j  n-ch  m-ch  k-t-k  k-t-in  k-t-u  n-t-1  k-t-1  k-p-1  n-p-1 
n-t-k  k-oh-k. 


EXERCISE  II. 

COMBINATIONS  WITH  THE  CIRCLE  S.     (SEE  PAR.  13  AND  14.) 

m-s    n-s    m-u-s    n-ni-s    m-s-m    n-s-n    m-s-k    k-s-ni  n-s-k 

1-s-n    t-s    t-m-s    t-m-n-s     p-m-s     p-m-n-s     p-l-s    p-s-1  ]>-s-n 

t-s-n    n-s-t    m-s-t    p-s-k    t-s-k     f-s-n    f-s-k    p-s-t     f-s-t  t-p-f 

ji-s-p    ch-s-t    ch-s-p    p-s-ch    s-t    s-t-k    s-p     s-p-k    s-p-1  s-ch 
8-f   s-m    s-n    s-m-t    s-n-t    s-n-f    s-lh    s-ng    s-m-n    s-m-ng. 


EXERClSfo  IH. 

COMBINATIONS  WITH  THR  UPWARD  R.     (SEE  PAR.  15  AND  17.) 
t-r    p-r    m-r    f-r    k-r   ch-r    r-t    r-p    r-k    r-n    r-f   r-v    r-ch 


WKITINC    EXEKCISES.  107 


m-t-r  m-r-t  n-t-r  r-n-t  k-r-t  t-r-k  t-r-n  s-n-t-r  t-r-n-s 
m-r-n-3  s-m-r-t  p-s-r  r-s-p  t-s-r  m-r-s-n  t-m-s-r  t-s-m-r 
m-s-r-t  m-r-s-m  r-n-s-t-r  r-s-t-m  p-r-s-n. 


EXERCISE  IV. 
OH  THE  VOWELS.     (  SEE  PAR.  18  TO  28. ) 

"Write  the  six  long  vowels  after  the  consonants,  t,  p,  k,  f, 
B,  the  downward  r,  m,  n. 

Write    the  sir  long  vowels    be/ore  t,  p,  k,  f,  s,  the  down- 
ward r,  m,  n. 

Write  the  six  long  vowels  after  the  letter  1. —  ( See  Par.  23.) 

Write  the  six  long  vowels  after  the  upward  r. —  (See  Par. 
15  and  23.) 

Write  the  six  long  vowels  before  the  downward  r. 


EXERCISE  V. 

WORDS  CONTAINING  LONG  VOWELS.     (SEE  PAR.  18  TO  28.) 
In  writing  the  following  exercise  the  student  must  pay  no 
attention  to  the  usual    spelling  of    a  word,  but   simply  to  its 
sound,  when   deliberately  pronounced.     Each  word  should  be 
written  several  times. 

Me,  may,  nay,  no,  gnaw,  see,  say,  saw,  so,  tea,  toe,  too, 
day,  do,  though,  they,  the,  eat,  ought,  oat,  ease,  owes,  eve, 
aid,  team,  take,  talk,  meek,  make,  came,  name,  maim,  mane, 
meal,  mere,  more,  peer,  pour,  fame,  peel,  pail,  pole,  Paul, 
keel,  coal,  call,  beat,  bought,  boat,  bait,  feed,  fade,  peach, 
beach,  peep,  shade,  shape,  shave,  sheep,  page,  poach,  beak, 
bake. 


108 


EXERCISE  VI. 
SIMPLE  WORDS.     THE  UPWARD  AND  DOWNWARD  R. 

(SEE  PAR.  15  AND  23.) 

In  writing  the  following  words,  use  the  upward  R. 
Ray,  row,  ( v.)  rue,  reap,  rope,  robe,  wrought,  wrote,  road, 
rake,  rate,  rogue,  reach,  rage,  mere,  core. 

The  following  words  are  most  conveniently  written  with 
the  downward  R. 

Ear,  oar,  arm,  ark,  ream,  Rome,  fear,  four,  form,  sheer, 
share,  shore. 

Rules  for  determining  when  the  upward  and  when  the 
downward  I  and  r  should  be  used,  are  given  in  a  subsequent 
lesson :  they  are  immaterial  at  this  stage  of  the  learner's 
practice. 


EXERCISE  VII. 

WORDS    CONTAINING    A    BEFORE    R. 

In  the  utterance  of  careful  speaker?,  a  distinction  is  made 
between  the  a  in  air,  dare,  etc. ,  and  that  heard  in  aim,  dame,, 
etc.  This  difference  may  be  indicated  in  Phonography,  but 
as  a  before  r  is  uniformly  pronounced  with  a  more  open 
position  of  the  organs  of  speech,  than  when  it  precedes  any 
other  consonant,  it  is  not  found  necessary,  in  practical  Pho- 
nography, to  note  the  distinction.  The  following  words 
should,  therefore,  be  written  with  the  second-place  heavy  dot. 

Use  the  downward  r.  Air,  fair,  pair,  dare,  bare,  share, 
chair,  ne'er. 


EXERCISE  VIII. 

WORDS    COMMENCING    WITH    S.       (  ?EE    PAR.    35.) 

Stay,    stake,    stake?,    stalk,    stalks,    speak,    spake,    spoke, 


\VR:TIX«  EXI:KCI?ES.  109 


steak,  smoke,  snake,  snakes,  seat,  sought,  soup,  soap,  seal 
sale,  soul,  same,  seem,  seen,  sane,  soon,  safe,  save,  sear, 
sore,  seed,  sowed,  siege,  sage. 


EXERCISE  IX. 

PLACING  VOWELS  TO  S  OR  Z.     (  SEE  PAR.  36.) 
When  it  is  necessary  to  place  a  vowel  to  s  or  z,  the  stroke 
form  must  be  used. 

See,  say,  saw,  sew,  ease,  owes,  ooze,  zeal. 


EXERCISE  X. 
WORDS  CONTAINING  SHORT  VOWELS,     (SEE  PAR.  29  TO  33.) 

1st.  LIGHT  Dot:  Bit,  mill,  fill,  pick,  stick,  rip,  rib,  bit,  pill, 
bill,  dip,  tick,  spill,  pillow,  billow,  filly,  pity, 
city,  finny,  giddy,  Guinea. 

2d.  LIGHT  DOT:  Second  place  vowels  arc  written,  not  after  the 
.first,  but  before  the  second  consonant. 
Bell,  get,   pet,    bet,    peck,    peg,    deck,    neck, 
dell,  fed,  bed,  leg,  red,    beg,    wreck,    bellow, 
fellow,  mellow,  ferry,  merry,  perry,  berry. 

3d.  LIGHT  DOT:  Third-place  vowels  are  written  before  the 
tecond  consonant  Rat,  rag,  tack,  pack,  back, 
bag,  rack,  lack,  lag,  nag.  catch,  match,  valley, 
fallow,  marrow,  carry,  tarry,  parry,  marry. 

1st.  LIGHT  DASH:  Log,  got,  rot,  rob,  rock,  lock,  knock,  fog, 
loll,  top,  doll,  nod,  pot,  folly,  volley,  Polly, 
body,  rocket,  morrow,  foggy. 

2d.  LIGHT  DASH  :  Rub,  sun,  some,  rut,  duck,  cub,  luck,  tub, 
love,  cuff,  buck,  buff,  ruff,  bud,  lucky,  sunny, 
funny,  money,  gully,  ruddy,  fusty. 


110  WRITING    EXERCISES. 


3d.  LIGHT  DASH  :  Pull,  full,  foot,  shook,  book,  rook,  look,  took, 

nook,  pully,  pullet,  bully,  bullet,  fully.  i 


EXERCISE  XI. 

WORDS  CONTAINING  THIRD-PLACE  VOWELS.      (  SEE  PAR.  33.) 
Long    Vowels. —  Food,  move,  mood,  moon,  boom,  pool,  rood, 

calm,  alms,  palm,  balm,  room,  (  with  downward  r,)  roof  (  with 

the  upward  r.) 

Short    Vowels. —  Bat,  patch,  batch,  latch,  match,    rat,    bag, 

lag,  foot,  bull,  rook,  soot,  took,  nook. 


EXERCISE  XII. 

DIPHTHONGS.     (  SEE  PAR.  39  AND  43.) 

I. —  Time,  tire,  mire,  timely,    pile,    bile,    mile,  ripe,  knife, 

nice,  mice,  snipe,  smile,  spike,  stile,  sign,  sire,  pike,  fire,  dire. 

01. —  Toy,  boy,  joy,  boil,  foil,  coil,  noise,  noisy,  spoil,  toil. 

OW. —  Bow,  vow,  cow,  row,  thou,  sow,  out,  our,  owl, 
mouth. 

U. —  Few,  view,  knew,  mew,  use,  (  n.)  use,  ( verb  )  youth, 
youth's,  youths,  pure. 

WI. —  Wide,  wife,  wives,  wire,  wine,  quite,  twice,  twine, 
jeipe,  wiles. 


EXERCISE  XIII. 

W  AND  Y  COMPOUND    VOWELS.     (SEE  PAR.  41  AND  42.) 
Write  the  signs  for   the  long  we,  wa,  wah,  etc.    before    the 
stter  t. 


WRITING    EXERCISES.  Ill 


Write  the  signs  for  the  short  tci,  we,  wa,  etc. ,  before  the 
letter  t. 

Write  the  signs  for  the  long  ys,  ya,  yah,  etc.  ,  before  the 
letter  t. 

Write  the  signs  for  the  short  yi,  ye,  ya,  etc. ,  before  the 
letter  t. 

Weed,  wait,  weave,  weep,  wave,  sweet,  Swede,  sweep, 
walk,  wove,  woke,  wore,  swore,  quote,  squeal,  squall,  square, 
wit,  wet,  twig,  quip,  squib,  wag,  watch,  wash,  worm,  year, 
years,  yawn,  yet,  young,  yellow,  Yankee. 


EXERCISE    XIV. 

DOUBLE  CONSONANTS.  (  SEE  PAR.  44  TO  53.) 
Tree,  try,  tray,  true,  Troy,  dream,  tribe,  trip,  trap,  trick, 
trim,  track,  tram,  dram,  brag,  broke,  pray,  prow,  preach, 
prime,  pride,  price,  prize,  brew,  break,  brace,  brought,  brick, 
claim,  clear,  clime,  Clyde,  glide,  clip,  clap,  creep,  crape, 
greet,  grape,  growth,  grot,  grotto,  creed,  Creole,  crude,  crisp, 
grasp,  keeper,  caper,  copper,  pewter,  bitter,  metre,  mitre, 
fighter,  feeder,  nitre,  paper,  pauper,  pepper,  reaper,  river, 
rover,  lever,  lover,  cover,  weaver,  waver,  wafer,  clover, 
cleaver,  clever,  legal,  regal,  uncle,  ankle,  anger,  angry,  table, 
stable,  stubble,  title,  tattle,  piper,  riper,  rocker,  raker. 


EXERCISE  XV. 

STR  SERIES  OF  CONSONANTS.     (  SEE  PAR.  54  TO  60.) 
Straw,  strew,  stray,    strip,    strike,    struck,    spray,    spread, 
string,  spring,  strong,  sprung,  sprang,    scrape,    scribe,    scrip, 
"scrap,  scrawl,  sprout,  scratch,  screech. 


112  WRITING    EXERCISES. 


For  the  following  words,  see  Par.  56.  Destroy,  prosper, 
express,  expressive,  extreme,  extra,  exclaim,  exclude. 

For  the  following  words,  see  Par.  58.  Describe,  disgrace, 
disagree,  descry,  disagreeable,  disgraceful. 

For  the  following  words,  see  Par.  60.  Setter,  satyr, 
suitor,  sweeter,  cider,  supper,  sober,  sapper,  sabre,  settle, 
saddle,  supple,  sickle,  cycle,  civil,  sooner. 


EXERCISE      XVI. 

INITIAL  W  HOOK.     (  SKK  PAR.  Gl  TO  63.) 
Wane,  Wednesday,  winter,  windy,  window,  wintry,   wealth, 
wealthy,  Walter,  work,    worth,    worthy,    worthless,    worker, 
welfare. 


EXERCISE    XVII. 
THE  ASPIRATE.     (  SEE  PAR.  64  TO  66.) 

Use  the  stroke  aspirate  in  writing  the  following  words. 

Hay,  Hayes,  Hugh,  hues,  hassock,  hedge,  hatch,  hasten, 
hasty,  hang,  hung,  hack,  hook,  hood,  heavy,  haughty,  Hague, 
haven,  hoop,  Hooper,  hater,  honey,  Hannah,  hush,  hero, 
nearly,  hollow,  holy. 

In  the  following  words  the  dot  aspirate  should  he  used. 
(  See  Par.  65. ) 

Height,  hum,  home,  homely,  hope,  happy,  happily,  hit, 
hip,  him,  hem,  ham,  hide,  heaven,  white,  whet,  whip,  whit- 
low, whetstone. 

In  the  following  words  the  tick  h  is  prefixed  to  the  stroke 
w,  and  downward  r. 

Whey,  whiz,  whisper,  whipper,  whistle,  whistler,  whisker, 
whack,  whacks,  whittle,  here,  hair,  her,  harm. 
I , 


WRITING    EXEKClt-ES.  I  13 


The  fo  lowing,  to  be  correctly  expressed,  require  the  ini- 
tial w  \ho  >k  to  be  thickened.  In  rapid  writing  this  precision 
may  usu  illy  be  dispensed  with,  without  danger  of  illegibility. 

"\VheeL  whale,  whales,  Wheeling,  whelp,  whereat,  whereas, 
whim,  w'lims,  whimsical,  Wharton,  whimper,  wherry. 


EXERCISE  XVIII. 
FINAL  N  HOCK.     (Sis  PAR.  67  TO  70.) 

Tune,  town,  down,  pain,  bone,  pan,  pen,  boon,  brown, 
keen,  cane,  coin,  clean,  train,  drain,  drawn,  drown,  sprain, 
strain,  strewn,  mourn,  turn,  darn,  line,  lane,  lawn,  mine, 
nine,  me\n,  known,  noon,  shown,  shine,  remain,  Roman, 
heaven,  even,  raven,  ravine,  .riven,  leaven,  driven,  proven, 
craven,  outline,  pollen. 

For  the  following  word?,  ree  Par.  68.  Towns,  downs, 
bones,  pains,  queens,  coins,  brain?,  tones,  trains,  mourns,  turns. 

For  thi  following  words,  fee  Par.  69.  Mines,  nouns,  fines, 
vines,  moans,  Roman?,  griffins,  refines,  ravines. 

For  th^  following  word?,  see  Par.  TO.  Tenses,  dances, 
glances,  ruinces,  pounce?,  bounce?,  expenses. 

The  n  hook  is  used  to  great  advantage  in  the  middle  of 
such  woi  Is  as  render,  hinder,  surrender,  vagrancy,  fi- 
nance, furnish,  excellency,  vanish,  Conway,  finish,  frequency. 


EXERCISE  XIX. 
STROKE  N.     (SEE  PAR.  71.) 

Money,  rainy,    pony,    bony,    downy,    tiny,    Dinah,    funny, 
Fanny. 

For  tht    following  wrords,  see  Par.  71.     Leon,  lion,  Bowens, 
peans. 


114 


EXERCISE  XX. 
FINAL  F  AND   V  HOOK.       (  SEE  PAII.  72.) 

Tough,  doff,  cough,  cuff,  strife,  proof,  brief,  bluff,  grief, 
gruff,  cleff,  cliff,  reef,  rough,  skifl',  huff,  prefix,  rebuff,  re- 
prqpf. 

In  the  following  examples  the  hook  may  be  thickened; 
but  if  it  is  not,  mistakes  will  rarely,  if  ever,  occur. 

Strive,  drive,  drove,  dove,  crave,  strove,  deserve,  observe, 
prove,  brave,  grieve,  groove,  cleave,  rave,  rove,  achieve, 
heave,  hive. 


FINAL  TION  HOOK.     (  FEE  PAR.  73  AND  74.) 
EXERCISE  XXI. 

Motion,  notion,  notions,  nation,  nations,  mission,  missions, 
mention,  termination,  attention,  fashion,  vision,  revision. 

In  the  following  words  turn  the  hook  to  the  riyht,  and 
above  the  k. 

Edition,  addition,  petition,  rendition,  passion,  option, 
oppression,  operation,  deception,  probation,  selection,  secre- 
tion, creation. 

In  the  following  words  turn  the  hook  to  the  left,  and 
Mmv  the  k. 

Exception,  section,  suction,  attraction,  direction,  inspection, 
fiction,  affection,  reduction,  station,  retraction. 


EXERCISE  XXII. 
LOGOGUAMS.     (  SKE  PAGE  64.) 

Write  the  Phonographic  signs  for  the  following  Logograms. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand  word 
at  the  beginning. 


WRITING    EXERCISES.  115 


The,  and,  of,  to,  a,  that,  is,  it,  for,  you,  be,  as,  are,    have, 
which,  him,  will,  think,  when,  there,  was,  do,  well. 


EXERCISE  XXIII. 
SIMPLE  SENTENCES. 

Set  a  time  for  each  duty,  and  do  it  at  the  right  time. 
Do  as  you  wish  others  to  do  to  you.  When  you  feel 
angry,  it  is  well  to  think  long  ere  you  speak.  Try  to  do 
that  which  is  right,  and  avoid  that  which  is  wrong.  There  is 
a  time  for  play,  and  there  is  a  time  for  work ;  a  time  to 
think,  and  a  time  to  talk;  a  time  to  speak,  and  a  time  to 
keep  silence.  When  you  speak,  think  to  whom  you  speak, 
of  whom  you  speak,  and  say  only  that  which  you  know  to 
be  just  and  right.  That  which  you  sow  to  day,  you  will  at 
some  future  time  reap.  That  which  you  have  to  do,  try  to 
do  well.  Time  and  tide  will  stay  for  none.  If  we  sin,  it 
is  well  we  suffer;  it  is  this  which  teaches  us  to  do  the  right 
and  leave  the  wrong.  Scorn  to  do  a  mean  action.  If  our 
souls  are  at  ease  we  may  smile  at  trouble.  Show  me  a  liar 
and  I  will  show  you  a  thief.  You  are  rich  if  you  think  you 
have  enough.  Few  people  are  out  of  the  reach  of  slander. 


EXERCISE  XXIV. 
VOWEL  LOGOCRAPHS.   (SEE  PAGE  66.) 

Write  the  Phonographic  signs  for  the  following  Logograms. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand  word 
at  the  beginning. 

All,  two,  already,  before,  ought,  who,  of,  or,  to,  but, 
on,  should,  the,  a,  and,  I,  how. 


EXERCISE  XXV. 

SENTENCES  CONTAINING  VOWEL  LOGOGRAPHS. 
I  wish  you  to  write  all  that  I  have  read  to  you.  "While 
you  stay  there  you  should  try  to  learu  all  that  has  taken 
place.  Those  who  take  most  pains  will  be  likely  to  succeed 
best.  I  should  have  seen  you  there  to  day,  but  1  was  un- 
able to  go.  You  or  I  should  have  seen  to  it  before  this  time. 
Had  we  known  your  wish  we  would  have  allowed  it  to  be 
taken  away.  1  think  they  ought  to  pay  you  while  you  re- 
main at  their  house.  We  hope  to  be  able  to  leave  on  the 
day  you  name.  Why  do  you  wish  to  go  by  the  early  train? 
I  should  like  to  know  \r\iy  you  wish  to  leave  us  before  Monday. 
You  ought  to  have  brought  enough  paper  to  write  a  long  let- 
ter on.  lie  has  already  taken  us  to  two  of  the  best  stores 
in  the  city,  but  we  saw  no  h!ng  to  suit  us.  You  ought  to 
have  seen  to  this  on  the  day  you  came;  we  should  then 
have  known  how  to  advise  you.  None  deserve  to  succeed 
but  those  who  try.  You  should  speak  only  of  that  which 
you  know  to  be  true.  He  who  hopes  for  the  prize  should 
labor  to  obtain  it. 


EXERCISE    XXVI. 

W  AND   Y  LOGOGRAPHS.   (  SEE   PAGE  t>8.) 
Write  the   Phonographic    signs    for    the    following    Logo- 
grams.    Fill  a  line  with  each  sign,  after  writing    the    long- 
hand word  at  the  beginning. 

We,  with,  were,  what,  would,  ye,  yet,  beyond,  you,    way . 
your,  well,  where,  when,  one. 


EXERCISE  XXVII. 

SENTENCES  CONTAINING  TFAXD   Y  LOGOGRAPHS.   (SEE  PAGE  G8.) 
We  wish  to  know  what  you  would  have  us    do    with    it. 


WRITING    EXERCISES.  117 


No  one  yet  knows  when  we  think  of  leaving  your  city. 
This  way  is  as  easy  as  the  other,  and  one  would  think  it 
would  be  the  way  you  would  prefer.  We  wish  to  know 
your  address,  for  we  mean  to  pay  you  a  visit  when  we 
know  where  you  live.  We  were  with  you  early  in  the 
spring,  but  when  summer  came  we  were  all  at  the  sea-side. 
The  price  he  asks  is  much  beyond  what  he  would  be  dis- 
posed to  take.  I  wish  you  would  stay  and  dine  with  us 
when  next  you  are  in  town.  What  would  you  have  seen 
of  it  had  no  one  shown  you?  We  were  all  there  when  the 
news  of  your  success  came.  His  expenses  are  much  beyond 
what  they  ought  to  be.  When  his  affairs  are  brought  to  a 
close  where  will  his  credit  be?  What  were  his  reasons  for 
such  a  course  he  has  yet  to  explain.  I  wish  to  know  what 
will  be  the  price  of  the  book,  and  when  it  will  be  ready." 
I  have  yet  to  learn  that  what  he  knows  of  it  will  be  of 
any  use  to  us. 


EXLR-ISE  XXVIII. 
THE  STROKE  W  AND   Y.  (  SKE  PAGE  68.) 
Write  the  following  words  with  the  stroke  w  and  y. 
Woe,  woes,  ways,  away,  awake,  awoke,  aware,  wise,  wiser, 
sway,  swoon,  weasel,  whistle,  Wesley,  willow,  whisk,  yeaa 


EXERCISE  XXIX. 

SINGLE  CONSONANT  LOGOGRAPHS.     (  SEE  PAGE  7(U 
Write  the  Phonographic  signs  for  the  following  Logograms. 
Fill   a    line    with    each    sign,    after    writing    the    long-hand 
word  at  the  beginning. 

Up,  be,   it,    do,    which,    advantage,    kingdom,    come,    for, 


118  WRITING    EXEUCISES. 


have,  think,    them,  so,  was,   shall,   usual,  •will,   are,  me,  my, 
him,  in,  no,  thing,  language,  way,  your. 


EXERCISE  XXX. 

SENTENCES  CONTAINING  SINGLE  CONSONANT  LOGOGRAPHS. 
You  shall  have  them  if  they  will  be  of  any  advantage  to 
you.  I  think  we  shall  see  them  if  they  come  to  town  on 
their  usual  monthly  visit.  You  have  given  rae  much  trouble 
with  your  many  fancies.  It  was  of  no  use  that  we  sent  him 
your  address,  for  he  was  unable  to  read  it.  That  which  you 
have  to  do,  try  to  do  well.  I  shall  give  you  all  the  advan- 
tage that  may  come  of  the  change.  I  think  if  we  do  the 
thing  well,  it  will  succeed.  Do  one  thing  at  a  time,  and  that 
one  thing  well.  His  language  and  his  manners  prove  him 
to  be  a  man  of  education.  You  shall  be  at  liberty  to  claim 
all  the  advantage  that  comes  of  the  transaction.  These  things 
are  usually  of  less  advantage  than  we  are  prone  to  imagine 
them.  It  was  your  duty  to  make  me  aware  that  what  he 
said  was  wrong,  for  it  will  give  us  all  much  trouble. 


EXERCISE  XXXI. 
THE  HALVING  PRINCIPLE.     (  SEE  PAR.  90.) 

The  following  words  terminate  with  a  light  consonant. 

Pack,  packed,  knock,  knocked,  rap,  rapped,  talk,  talked, 
tack,  tacked,  black,  blacked,  creep,  crept,  grope,  groped,  group, 
grouped,  drip,  dripped,  trap,  trapped,  spike,  spiked,  strip, 
stripped,  srnoke,  smoked,  snap,  snapped,  stretch,  stretched, 
strap,  strapped. 

Part,  smart,  port,  strict,  intact,  expect,  inspect,  induct,  un- 
packed, act,  ached,  apt,  art,  east,  sent. 

The  following  examples  terminate  with  a  heavy  consonant. 


•WRITING    EXERCISES.  119 


Rob,  robbed,  live,  lived,  love,  loved,  rove,  roved,  beg,  beg- 
ged, drag,  dragged,  page,  paged,  cage,  caged,  scrub,  scrubbed, 
relieve,  relieved,  move,  moved,  remove,  removed. 

Eased,  used,  old,  end,  hand,  send,  sound,  saved,  sold,  sealed, 
soared,  seemed. 

(SEE  PAR.  92.) 

Meet,  might,  fight,  night,  let,  foot,  read,  need,  mode,  treai^ 
trot,  prate,  sprite,  fright,  flight,  flat,  fruit,  clot,  dread,  bread, 
glad,  glide,  slate,  slight,  smite. 

(SEE  PAR.  93.) 

Pelt,  belt,  melt,  felt,  quilt,  colt,  smelt,  failed,  filed,  fold, 
untold,  toiled,  boiled,  bailed,  mould,  mailed,  mild,  nailed. 


EXERCISE  XXXII. 
HALVING  PRINCIPLE.     (SEE  PAR.  94  AND  95.) 

People,  peopled,  measure,  measured,  labor,  labored,  treasure, 
treasured,  title,  titled,  slaughter,  slaughtered,  favor,  favored, 
feather,  feathered,  fetter,  fettered,  stable,  stabled,  struggle, 
struggled,  honor,  honored,  humor,  humored. 

Remain,  remained,  abstain,  abstained,  refine,  refined,  re- 
gain, regained,  find,  found,  laud,  lent,  learnt,  mind,  mound, 
rent,  cautioned,  stationed. 

Doffed,  cuffed,  coughed,    drift,    stuffed,    craft,    graft,    cleft. 

Proved,  approved,  craved,  grieved,  braved,    dived,  grooved, 
starved,  engraved,  observed,  deserved,  preserved. 
(SEE  PAR.  98.) 

Acted,  fitted,  repeated,  scented,  noted,  lifted,  sifted,  refitted, 
lighted,  righted,  slighted,  hated,  hinted,  hunted,  parted,  started. 

Ended,  mended,  sanded,  founded,  rounded,  pounded,  faded. 

In    the   following  and   similar  words,   the  ted  and   ded  are 

disjoined.         -thus,  '1 1      L1      I'l      fci       ]|        ^ 

Treated,  doubted,  dated,  situated,  dreaded,  imitated,  institu- 
ted, radiate:!,  awaited,  freighted. 


120  V.-R1TIMJ    EXERCISES. 


(SEE  PAR.  97.) 

Doubt,  editor,  beautiful,    doubtful,  invite,    better,   beautify, 
habit,  rapid,  signified,  satisfied. 

Written  in  full.     (SEE  PAR.  98.) 

Effect,  affect,  fact,  kicked,  locked,  leaked,    looked,    evoked, 
locate,  dialect,    afflict,  select. 


EXERCISE    XXXIII. 

LOOPS  FOR  ST  AND  STR.     (SEE  PAR.  99  TO  102.) 
St:  Feast,  faced,  toast,    taste,    tossed,    post,    roast,    fast, 
last,  rust,    must,    best,    steam,    stem,     stake,     stock, 
Bteer,    store,  star,    stop,  stuff,  staff,    storm,    contrast, 
context,     compressed,     danced,     pranced,     bounced , 
trounced,  canst,  against. 
Str:  Feaster,   master,    muster,    pester,    boaster,    monster, 

minister,  poster,  punster,  spinster,  teamster. 
Sts:  Posts,  feasts,  boasts,  beasts,  mists,  texts,  nests,  toasts, 
dusters,  punsters,  spinsters,  monsters. 

(SEE  PAR.  100.) 

Justify,  justified,  investigation,  investigated,  testify    dis- 
tinct, distinction,  artistic,  statistics. 


EXERCISE  XXXIV. 

FINAL  HOOK  FOR  S-TION.  (SEE  PAR.  103  TO  106.) 
Position,  possession,  decision,  opposition,  accession, 
acquisition,  precision,  persuasion,  procession,  disposition, 
physician,  dispensation,  transition,  condensation,  com- 
pensation, possessions,  positions,  transitions,  condensa- 
tions, dispensations. 


121 


EXERCISE  XXXV. 

DOUBLE  LENGTH  CURVES.     (  SEE  PAR.  107.) 
Father,    neither,    another,    mother,    rather,  further,  thither, 
weather,  feather,  smother,  smoother. 


EXERCISE  XXXVI. 

FINAL  HOOK  LOGOGRAPHS.     (SEE  PAGE  76.) 
Write  the  Phonographic  signs  for  the  following  Logograms. 
Fill  a   line    with    each    sign,   after    writing    the    long-hand 
word  at  the  beginning. 

Upon,  been,  done,  general  or   generally,   can,    again,    Pho- 
nography, then,  alone,  men,  man,  opinion. 

Above,  objection,  subjection,  whatever,  differ,  difference  or 
different,  gave. 


EXERCISE  XXXVII. 

SENTENCES  CONTAINING  THE  FINAL  HOOK  LOGOGRAPHS. 
It  has  been  our  opinion  that  he  has  generally  been  suc- 
cessful in  what  he  has  attempted.  I  can  have  no  objection 
to  what  has  been  done.  I  have  written  to  ask  his  opinion, 
and  he  assures  me  he  can  do  better  work  by  this  contrivance 
than  by  any  other.  He  is  of  opinion  tha.,  Phonography 
can  accomplish  all  that  has  been  promised.  It  has  been 
generally  believed  that  nothing  whatever  can  be  done  with- 
out first  removing  the  tax  upon  the  people's  bread.  What 
was  to  be  done  should  have  been  done  quickly.  He  alone 
stated  his  objection ;  but  it  is  generally  admitted  that  his 
opinion  will  be  found  correct.  He  has  again  taken  to  his 
vicious  ways;  all  that  we  gave  him  has  had  no  effect  upon 
him.  I  have  done  less  than  I  intended;  with  your  permission, 
3  will  try  again.  He  alone  is  of  opinion  that  what  has 


122  WRITING    EXERCISES. 


been  done  is  satisfactory  to  all  concerned.  Each  man  en- 
tertained a  different  opinion,  but  all  gave  effect  to  their 
opinion  by  a  general  vote. 


EXERCISE  XXXVIII. 

L   AND    R   HOOK  LOGOGRAPHS.    (  SsE   PAGE    78.) 

Write  the  Phonographic  signs  for  the  following  Logograms. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand  word 
at  the  beginning. 

Principle,  principal  or  principally,  remember  or  member, 
tell  or  till,  truth,  dear,  call,  difficult  or  difficulty,  care, 
full,  from,  every,  three,  their  or  there,  sure,  pleasure,  Mr.  or 
remark,  more,  near  or  nor. 


EXERCISE  XXXIX. 

SENTENCES  CONTAINING  THE  L  AND  R  HOOK  LOGOGRAPHS. 

Be  sure  you  tell  the  truth  on  every  occasion ;  it  will  give 
me  pleasure  and  save  you  from  difficulty  and  disgrace.  We 
all  remember  the  care  with  which  be  prepared  his  plans, 
the  difficulties  he  overcame,  the  opposition  he  encountered 
from  his  friends,  and  the  full  measure  of  success  with  which 
he  was  rewarded.  When  we  act  from  principle,  our  con- 
victions are  too  dear  to  be  yielded  to  temporizing.  Neither 
he  nor  I  can  be  sure  that  we  shall  be  able  to  call,  till  we 
have  first  had  the  pleasure  of  seeing  you  at  the  Falls.  There 
are  pleasures  attached  to  every  duty,  while  cares,  troubles, 
and  difficulties  result  from  every  neglect.  The  General  sur- 
prised us  this  morning;  his  principal  reason,  I  imagine,  was 
to  see  if  the  sentries  were  honest  and  able  men.  His  re- 
mark was  intended  to  impress  every  person  with  the  necessity 
for  care  and  caution.  I  am  sure  he  has  full  confidence  in 

I ; , i 


WRITING    KXKKC1SES.  123 


the  truth  of  your  statement  and  the  honor  of  your  character. 
The  more  energy  we  apply,  the  less  formidrMe  does  the 
difficulty  appear.  The  difficulty  arose  from  their  neglect  of 
the  three  most  important  principles,  which  ought '  to  have 
been  apparent  to  every  person  present.  From  the  full  in- 
vestigation that  has  .been  made,  I  am  more  than  ever 
convinced  of  the  truth  of  the  remark.  Till  I  am  able  to 
call  there  neither  you  nor  I  can  be  certain  of  the  result. 


EXERCISE  XL. 

VOCALIZING  DOUBLE  CONSONANTS.     (SEE  PAR.  Ill  TO  115.) 
Course,  curse,  Coleman,  cultivated,  beautiful,  dark,  Turkey, 
curved,  darkness,  garment,  Charles,  parcel,  paragraph,  parley, 
north, torment,  dormouse,  culture,    corruption,    collect,    correct, 
corrected,  collected,  corner,  murmur,  record. 


EXERCISE  XLI. 
HALF-LENGTH  LOGOGRAPHS.     (  SEE  PAGE  80.) 

Write  the  Phonographic  signs  for  the  following  Logograms. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand 
word  at  the  beginning. 

Particular-ly,  opportunity,  spirit,  told,  toward,  child,  gen- 
tlemen, gentleman,  quite,  could,  called,  according-ly,  cared, 
cannot,  account,  God,  good,  great,  after,  thought,  that, 
without,  estahlish-ment,  short,  Lord  or  read,  word,  immediate- 
ly, made,  might,  mind,  not,  nature,  went,  wont,  under,  world. 


EXERCISE  XLII. 

SENTENCES  CONTAINING     HALF- LENGTH  LOGOGRAPHS. 
I  shall  have  an  opportunity  to  do  him  good   service,  if  br 


J24  WRITING    EXERCISES. 


does  not  reject  my  application.  I  have  called  on  that  gen- 
tleman, but  he  is  not  inclined  to  regard  my  request  with 
great  favor.  He  cannot  undertake  this  immediately,  for  he 
is  under  an  engagement  to  establish  an  agency  which  will 
take  his  goods  to  all  parts  of  the  world.  After  you  left  I 
thought  more  of  the  nature  of  our  misunderstanding,  and  I 
am  bound  to  offer  that  apology  which  one  gentleman  has  a 
right  to  expect  from  another.  It  is  not  his  intention  to 
return  immediately ;  accordingly,  I  have  not  thought  it  worth 
while  to  attend  to  the  arrangement  which  be  wished  made  pre- 
vious to  his  return.  I  am  particularly  interested  in  his  account 
of  the  great  hardships  he  endured  in  his  late  voyage.  He 
has  given  us  his  word  that  immediately  the  emigrants  land, 
they  shall  be  provided  with  the  necessary  means  for  their 
journey  westward.  Could  you  not  have  told  the  child  that 
without  obedience  he  could  not  be  loved?  I  give  you  my 
word  that  all  I  said  was  intended  in  a  spirit  of  kindness; 
if  he  does  not  think  so  he  has  certainly  misunderstood  my  in- 
tentions. I  went  immediately  after  he  called,  and  though 
his  visit  was  short,  it  was  quite  long  enough  to  let  us  see 
that  he  could  act  in  the  spirit  of  a  gentleman. 


EXER   K;E  XLIII. 
PREFIXES.  (  SEE  PAGES  82  AND  83.) 

.  Contain,  contrive,  construe,  constrain,  compose,  comply, 
complain,  complex,  conform,  condition,  comprise,  compress, 
conduce.  Discontent,  inconvenient,  inconsiderable,  decom- 
pose, recommend,  reconcile,  recognise,  irreconcilable.  Count- 
ermine, contradict,  contribution,  controversy.  Circumspect, 
circumstances,  circumscribe.  Selfish,  self-esteem.  Instrument, 
instruct,  inscribe,  inscription.  Introduction,  interfere,  enter- 
prise, interview.  Magnificent,  magnifying,  magnitude. 


12S 


EXERCISE  XLIV. 
AFFIXES.     (  SEK  PAGES  82  AND  83.) 

Vainly,  beastly,  constantly,  faintly,  kindly.  Stability,  sen- 
sibility, popularity,  peculiarity,  prosperity.  Myself,  thyself, 
themselves,  ourselves.  Friendship,  relationship,  lordfhip. 

In  \vriting  the  following  words  the  dot   ing  is  used. 

Trying,  doing,  paying,  buying,  leaping,  sleeping,  striking, 
rapping,  speaking,  taking,  reaching,  raging,  robbing,  ducking, 
moving,  learning,  training,  cleaning,  cleansing,  evening, 
dancing,  turning,  concerning1,  considering,  constraining. 

In  the  following  words  write  the  tick  for  ings. 

Prancings,  engravings,  cravings,  cleansings,  joinings. 

Write  the  following  words  with  the  consonant  sign  ^_^ 
for  the  termination  ing. 

Pleasing,  placing,  tracing,  praising,  blessing,  dressing, 
chasing,  choosing,  kissing,  creasing-,  crossing,  gazing,  racing, 
rising,  housing,  perusing,  composing,  facing,  meaning,  com- 
mencing, annoying,  trifling;  writing,  lying,  feeling,  bowling, 
ruling,  framing,  striving,  driving,  stiffening,  drifting,  stuffing, 
proving,  printing,  blessings,  crossings,  tracings,  musings. 

Write  the  consonant  ^_/  ing  in  the  following  words. 

Bring,  being,  spring,  fling,  tongue,  string,  stung,  strong, 
Bting,  long,  ring,  wrong,  fang,  bang,  sing,  song,  prong,  cling, 
clang. 


EXERCISE  XLV. 

ON    THE    BEST    METHOD    OF    WRITING    L   AND    R. 

Par.  129.  Like,  look,  lucky,  likely,  lamb,  limit,  lament, 
lamented,  lamp.  Alike,  element,  alum,  alack. 

Par.  130.  Fail,  file,  vile,  avowal,  reel,  rule,  ruling.  Folly, 
fully,  follow,  valley,  really,  rally,  meal,  mile, 
peal,  pole,  tool,  tallow,  trial. 


126  WRITING    EXERCISES. 


Par.  131.  Ear,  air,  our,  sour,  sore,  sear,  arm,  ark,  army, 
armed,  arrogance,  early,  hourly,  error.  Earth, 
arch,  arched,  serve,  served,  aright,  arlist. 

Par.  131.  Rome,  remain,  remained,  Roman,  room,  remote, 
remit,  resumed,  remiss. 

Par.  132.  Poor,  door,  tear,  attire,  attired,  appear,  appeared, 
fair,  far,  bear,  pair,  power,  flower. 

Par.     132.  Terror,  barrier,  superior,  inferior. 


EXERCISE  XLVI. 
ON  IMPROVEMENT.     (SEE  TABLE  OF  LOGOGRAPHS.) 

The  following  ingenious  exercise,  originally  written  for  an 
early  edition  of  Phonography,  by  the  Rev.  John  Hope,  an 
English  clergyman,  is  composed  entirely  of  Logograms,  and 
comprises,  with  a  trifling  exception,  all  that  are  used  in  the 
Corresponding  Style.  It  should  be  practiced  till  every  word 
can  be  written  without  hesitation.  It  may  afterwards  be 
written  from  dictation,  until  the  student  can  write  it  with 
considerable  speed,  those  words  being  now  joined  that  are 
connected  by  hyphens. 

Establishments  for-the-improvement  of-the  mind,  and-for 
knowledge*  in-general,  are  important  things  in-a  kingdom; 
and-the  more  so  where-it-is  usual  with-them  to  acknowledge* 
good  principles.  A  Phonographic  establishment  in  particular 
is-an  immediate  advantage  to-every  gentleman  who-is-a 
member  of-it  and-to  all.  According  to  general  opinion,  Pho- 
nography is-a  subject  we  should  all-have  pleasure  in  ;  with- 
out-it,  language  is-not  quite  what-it-should-be ;  —  a-remark 
in-which-there-is  great-truth,  and-to-which  there-can-be  no 
objection.  Again,  every-one  who-has  thoughts  which-are- 
dear  to-him,  or  important  for-the  world  to  read,  is  called" 
upon  to-care  for-them  and-improve-them  to-the  full,  when 
*See  Contractions,  Page  102. 


WRITING    EXERCISES.  127 


~i 


he-has  opportunity.  How,  or  on  what  principles  can  we  be 
good  without-improvement  ?  Remember,  that-every-thing  is- 
an  object  of-importance  that  comes  under-it ;  and-beyond 
all,  that-the-sure-word  of-the-Lord-God  was  given  for-im- 
provement.  Should  there-be  difficulties  in-the-way  of-your-im- 
provement,  and-the  subjection  of-your  nature  to  God's  will, 
then  I-call-upon  you,  while  you-can  improve,  to-do-so.  Af- 
ter what  I-have-told-you,  are-there  yet  objections  to-it?  Were 
there,  an-account  of-them  would  already  have-been  given. 
Great  and-good  things  cannot  come  together  without-improve- 
ment. But-should  I-be-told-that  it  might  have-been-so ;  from 
what  I  know  of-the  nature  of  man,  and-the  general  spirit  of 
all,  I  tell-you-the  truth  is  as  I-have  given  it,  nor  can  you 
object  to-it.  Above  all,  from-the  opinion  I  before  gave, 
there  cannot-be  any  difference  whatever  on-this  subject. 
In  short,  gentlemen,  you  ought  to  establish  it  as-your  first 
principle,  that-you-will-not-give  up ;  but-as  you  have  op- 
portunity, do  ail-that  can-be-done  towards  improvement  in- 
every-thing  in-this-world ;  and  should  it-be-done  well,  you- 
will  give-pleasure  not  to  me  alone,  but-to  all-men. 


EXERCISE  XLVII. 
PHRASEOGRAPHY.     (SEE  PAGE  103.) 

One  of  the  most  beautiful,  as  it  is  one  of  the  most  use- 
ful features  of  the  Phonographic  System,  is  its  capability  of 
uniting  words  into  phrases.  The  saving  thus  effected  to 
the  writer,  is  greater  than  appears  at  first  sight,  and,  happily, 
it  is  accomplished  not  only  without  sacrificing  legibility, 
but  with  a  positive  gain  in  that  respect.  Each  of  the  fol- 
lowing phrases — consisting  almost  exclusively  of  Logograms 
— is  to  be  written  without  lifting  the  pen  or  pencil.  The 
general  rule  observed  in  writing  phrases  is,  for  the  first 
Logograph  to  occupy  its  usual  position,  and  for  the  remain- 


128  WRITING   EXERCISE. 


ing  words  in  the  phrase  to  accommodate  themselves  to  the 
position  of  the  first.  This  principle  is  very  fully  elaborated 
in  the  Phrase  Book. 

You-will,  you-will-have,  you-will-be,  you-will-be-sure,  you- 
will-do,  you-will-find,  you-will-not,  (will  not  is  represented  in 
the  Reporting  Style  thus  C )  you-will-not-be,  you-will-not- 
have,  you-may,  you-may-have,  you-may-be,  you-may-do,  you- 
must,  ( when  a  word  follows  must  in  Phraseography,  the 
loop  becomes  a  circle,)  you-must-have,  you-must-be,  you- 
must-not,  you-must-not-be,  you-can,  you-can-be,  you-can-have, 
you-are,  you-should,  (should  must  be  struck  upward,)  you- 
should-be, you-should-have, you-should-not,  you-should-not-be. 

It-is,  it-is-not,  it-may-have,  it-may-have-been,  it-must,  it- 
must-be,  it-was,  it-was-not,  it-should-be,  it-should-not,  it- 
should-not-be,  it-can,  it-can-be,  it-could-not-be,  it-would,  it- 
would-be,  it-would-not-be,  it-would-not-have,  it-would-not- 
have-been,  it-has-been,  (write  the  circle  S on  the  left  hand 
side,)  it-has-been-done.  • 

We-have,  we-have-done,  we-have-been,  we-have-not,  we- 
have-not-done,  we-have-not-been,  we-shall,  we-shall-have,  we- 
were,  we-do,  we-think,  we-think-that. 

When  /  is  joined  to  phrases,  only  one  half  of  the  vowel 
character  is  written,  the  downward  or  upward  stroke,  as  is 
most  convenient.  In  the  following  phrases  write  the  upstroke. 

I-have,  I-have-not,  I-have-been,  I-have-done,  I-have-not- 
been,  I-have-no-doubt,  I-have-seen,  I-have-known,  I-have-said, 
I-think,  I-think-you-will,  I-think-it-is,  I-shall,  I-shall-be, 
I-shall-have,  I-shall-not-have,  I-find,  I-fear,  I-fear-you-will, 
I-fear-you-will-have,  I-need-not. 

In  the  following,  write  the  down-stroke.  I-am,  I-must, 
I-must-be,  I-must-have,  I-must-not,  I-must-not-be,  I-must-not- 
have,  I-am-glad,  I-am-sorry,  I-am-sure,  I-am-very-glad,  I-will, 
I-will-try,  I-will-have,  I-will-not,  I-will-not-have,  I-will-not-be. 

To-be,  to-do,  to-have,  to-have-been,  to-have-done,  to-think, 
to-make,  to-some,  to-some-extent,  to-him,  to-that-which-is. 


WRITING   EXERCISE.  129 

Write  who  downward.  Who-have,  who-do,  who-have-not, 
who-have-seen,  who-have-not-seen,  who-are,  who-are-not,  (  are 
not  in  these  cases  is  written  thus  ^  )  who-can,  who-are-not, 
who-can-be,  who-can-do. 


EXERCISE  XLVII1. 
THK  JOINED  THE.     (  SEE  PAR.  139.) 

The  frequently  occurring  word  the,  may  be  joined  to  any 
consonant  or  vowel  sign  by  elongating  the  dot  into  a 
short  tick  or  stroke,  written  upward  or  downward,  as  is 
most  convenient,  forming  an  acute  angle  to  the  stroke  with 
which  it  is  connected. 

In-the,  when-the,  for-the,  that-the,  which-the,  in-which-the, 
have-the,  of-the,  with-the,  from-the,  are-the,  that-which-the, 
for-which-the,  under-the,  be-the,  upon-the,  then-the,  it-is-the, 
that-is-the,  is-the,  as-the,  thus-the,  on-the,  should-not-the, 
should-have-the,  in-the-way,  between-the,  seen-the,  sent-the, 
eend-the,  into-the,  I-have-seen-the,  I-have-sent-the,  I-have- 
not-the,  I-have-not-seeu-the,  all-the,  to-the,  should-the  ( strike 
thould  upward.) 


EXERCISE  XLIX. 
THE  JOINED  AND.  (  SEE  PAR.  140.) 

In  the  Reporting  Style  of  Phonography  a,  an,  or  and  may 
be  prefixed  or  affixed  to  any  word,  by  elongating  the  dot 
into  a  short  tick  or  stroke,  written  in  an  upward  or  hori- 
zontal direction.  The  frequently  recurring  phrase  and  the 
is  represented  thus  T- 

And-it,  and-tbat,  and-for,  and-have,  and-when,  and-there, 
and-then-the,  and-this,  and-it,  and-tbat-is,  and-that-is-the, 
when-a,  for-a,  that-a,  and-for-a,  and-it-is-not,  and-when-a, 
and-that-a,  and-in-a,  and-in-the,  and-do-you,  and-that-which- 


r 


130  WRITING    EXERCISE. 

is,  such-a,  it-was-a,  send-a,  it-is-a,  this-is-a,  tbat-is-a,  and- 
your,  and-yours,  is-a,  as-a,  and-is,  and-as,  of-a  all-a,  all-a- 
man.  to-a. 


man,  to-a. 


EXERCISE  L. 
PHRASEOGRAPHY.     (  SEE  PAGE   104.) 

In  the  following  and  similar  phrases  the  sign  for  c,  an  or  and 
•will  accommodate  itself  to  the  position  of  the  word, —  whether 
occupying  the  first,  second,  or  third  position, —  to  which  it 
is  joined. 

And-if,  and-though,  and-though-the,  and-each,  and-had, 
and-had-the,  at-a,  and-at-a,  and-at-the,  by-the,  and-if-a,  and- 
if-the,  •  and-if-this,  and-if-that-is,  and-if-that-is-the,  value-a, 
valuc-a-man,  value-the,  valuc-the-most,  use-a,  use-the,  use-the- 
bcst,  and-through-a,  and-though-the,  and-though-the-way,  and- 
thank-you,  we-thank-you,  I-thank-you,  we-think-the-man, 
and-much,  and-much-as-the,  and-during,  and-during-the,  and- 
thus,  and-thus-the,  until-the,  until-the-time,  through-the,  and- 
though-a,  if-we,  and-if-we,  in-each,  and-in-each,  and-with-those 
and-with-these. 


r~ 


131 


Vrv  b 


^    a.nd 
~ 


-4*. 


<+/ 


i« 


~^—  -«.      {•" 


^  i  / 

•>  •  - 


(•   i 

v    \     C-     I 


\  e^ 


.       I      .f 


x       I 


•^ 


V 


:  , o  x   c 

v         -\ 
*      >^. .    *./ 


v  e 

s     \       V 
J    •'> 


\ 


133 


!>  ) 


c  '°    IT    J  ° — \  \  L.  </  -U 

"I 

^-^      ^       x^X^         ,      ^       )        N^        ,     .[^      _,  \ 

L,   ,   •  ' 


»    ..I 


C    > 


I 


•>\  ,.  c  X  7 

c      ^ 

^v         ^  -°  C| 

N  |     . 

x-        y     ^\    v^ 

•/   V  '„     L 


C 


134 


r> 


'  / 

^       --\     \.  "^ 

s  .    ^    y    »    ^      N 


v 
>       V- 


L    C 
C    I    !) 


V     /     *    - 

C       ^"^ 

*','-> 


I 


X 


-N    C  C   <£  J    , 

T^ Va      ^y-        \o 

|         •       V        <2-P 

y       i 


t~ 


135 


a  r  b  t  s  t 


'  " 


c.  ^  t  I  "^  ix 

»-  2>ec./S6o. 


JL.  ^   ,   '    T 

C^"3         J        /V      5 


1   rt  o 

)  'v    v        J      > 

c  . 


'         I 

^  -  ) 


>•       ,       .          (^     /^        \&^s        ^d, 


= 


Nr    , 


V    ^  •    %,  -  o 


1*      5 


136 


,     d_    5      jr       L'     3    ^ 

\ 


\ 


C        o 


T  ; 


,,  v  V  /^  . 


J     , 


- 


137 


xx~    v  3 J  .,  V*      .-S  •_ 

J 

„   ,    'r\  :>         ,    ^   S^  ^  -, 

1  .  v  "   x  ,  ^.  c  -v 


V         .         <N. 

/       "v 


N. 

-si  ' 


<> 


~  c 


^    J 
x 


C 


138 


v  o  n  i  LI  t  \\  c  t 


X  ,         ,    x    0 


*4       P  x^2- 

.1       |tfV^  , 

L-  w  7  /r 


V 


r  . 


><yj- 


-J^~—  7  "^  *X  'P  I  **—*'  *          -^^ 

oX      o)      j         A        j       ^       JA  No<     "    > 

C  v)  ,   /v  (y  C   i 


<-£>        s     x        <5V 


J-  s  c      c  *  •• 

,     %     j;     T 

V  "• .  -    I 


r 


139 


A  a 


I)  c 


e  I. 


\ 
\ 


V      c 

^- 


J|.  ,  -'  ^ 

o 


,    ^  .1    /TV  > 
'°  0    x    '     -t,  / 

>       "S      s 
^SN  <y  ^_x 

ct    v    >,  s    »  .    c 

X  -2  _      »  —  '       V  \^S>^ 

^  •      x      »      .1         C      -,        • 


C 

d 


L 


/   ^    ^    J      \ 


C-  X 

J  '° 

c 


> 


,  •  V 


'40 

V     >     *^s    'H    c     x     \    0 
"    v   -/  ^   yf~  c   S  .      r 

c  r    c   ^__^  ?  /=? 

<        '     ~)     y         I 


/  ^'  ..I 


^v  .1 


s~->^9 

V6 


NV,      v     I 


,    L.  ^ 


1     .C 


XT' 


O  JL  D    IR  H  YHIE  S  . 


141 


I         *6 


-1  "  '^H 

c—   ^ 


X   ; 


'  "-4     ^    .    T 


14? 


C    * .  Ur  . 


X  > 


(. 


,  ^-: 


^     <s    ,  (-  'I 

^v^    C-  r 


INDEX. 


143 


TK*  figures  refer  to  the  Paragraph*, 
indicfziet  that  the  subjezt  is  continued 
The  letter  'p'  refers  to  the  Fag*. 


A    hyphen    after  a  figvn 
in    subsequent    paragraphs. 


A,  on,  and,  joined  140 

\Lbreviatious,  gradual  use  143 
Affixes  p.  83  125- 

Asplrate  64- 

Backward  hook  for  tn,  en  124 
Brevity  of  Phouography  155 
Ok,  how  written  16- 

Circle  s  or  a  13- 

Ciassification  of  sounds  p.  29 
Combination  of  consonants  7- 
Oon,  com,  cog,  how  written  121 
Consonants,  how  written  1- 
Consonants  not  halved  91 

Contractions  p.  102 

Diphthongs  39- 

Diphthongs  joined  to  Cons.  134 
Directions  to  the  Student  p.  34 
Dissyllabic  Diphthongs  p.  97 
Double  circle  38 

Double  circle,  vocalized  135 
Double  consonants  44- 

Double  consonants,  irregular  51 
Double  consonants,  how  vocal- 
ized Ill- 
Double  cons,  how  named  50 
Double  length  curves  107- 
Double  ruled  paper  153 
Explanation  of  terms  p.  31 
Extended  alphabat  p.  97 
F  and  F  hook  72 
Figures,  how  expressed  141 


Foreign  sounds  p.  96 

Formation  of  a  good  style  p.  34 
French  nasal  vowels  p.  97 
F,  V,  N,  Tion  hooks  in  the 

middle  of  words  109 

Half-length  consonants,  how  to 

vocalize  92 

Halving  principle  90 

Halving  principle  not  applied  91 
Half-length  letters  116 

He,  how  written  66 

Hints  for  practice  p.  88 

Ing  and  Ings,  stroke  12Ji 

L  and  R,  rules  for  writing  129- 
L,  direction  of  12 

Letter,  matter,  how  written  p.  75 
Licenses  in  writing  137 

Logographs,  adding  *  to  85 
Logographs  for  the  Reader^?.  92 
Logograms  for  the  Writer/?.  94 
Logographs,  F,  F,  Tion  hook 
p.  76 

Logographs,  half-length    p.  80 

Logographs,    L    and    R    hook 

p.  78 

Logographs,  N  hook  p.  76. 
Logographs,  position  of  the 

vowel  79 

Logographs,   single  consonants 

p.  70 

Logographs,  Vowel  p.  66 


144 


Loops  it  and  air  99- 

Logographs,  W  and  F  p.  68 
Jv<  and  ?/^  how  written  93 
L-ty  and  R-ty,  terminations  127 
Jj  upward  and  downward  129 
Mp,  mb,  how  written  61 

Methods  of  practice  p.  34 

Names  of  consonants  p.  36  37 
N  hook  67- 

Nominal  consonant  81 

Notes  on  Table  of  sounds  p.  30 
N  stroke,  when  used  .  71 

Omissions  allowable  137 

On  holding  the  Pen          p.  34 
Outline  and  position,  a  key  in 
deciphering  words  116- 

Outlines  of  common  words  p.  99 
Outlines,  on  the  choice  of  144 
Philosophy  of  Phonog.  p.  31 
Philosophy  of  speech  p.  22 
Phraseographs  p.  103 

Positions  of  words  57-151- 
Prefixes  p.  83,  120- 

Prefixes  of  similar  sound  123 
Pronun.  of  foreign  words  147 
Reading  practice  p.  35,  145 
Recon,  Irrecon  122 

Reporting  Logographs  p.  104 
Rep.  style  of  Phonog.  p.  101 
Rt  and  rd,  when  used  118- 
Sh,  how  written  12 

Bimple  Logographs  p.  64 

Sion  hook  74 

Special  rules  p.  86 


Spr  consonants  54 

S-tion  final  hook  103 

Stops  and  marks  I4i 

Stroke  *  or  z  when  used  3ft 
St  and  str  loops  .  99 

St,  zd  struck  upwards  138 

S,  e,  words  containing         34- 
Table  of  Logographs         p.  92 
Table  .pf  single  and  double  con- 
sonants p.   91 
Table    of   single    and    doable 
vowels  p.  90 
Table  of  single    consonants 

p.  37 

Ted,  ded,  how  written  98 

Ter,  der,  added  to  curves  108 
The,  joined  to  words  139 

Thr,  added  to  curved  letters  107 
Tion  hook  73,  110 

Triphthongs  vri,  woi,  wott  43 
Two  vowels  to  one  cons.  13S 
Upward  R  15- 

Upward  rt  and   rd  118- 

Use  of  pen  or  pencil  p.  34 
Vocalizing,  rules  for  33 

Vowels,  Long  18- 

Vowels,   Short  29- 

W  and  Fcoalescents  41- 

TTand  Y  stroke  coneonsnts  86 
W  hook,  initial  61- 

Writing  exercises  j;.  105 

Yld,  half-length  98 

Zd,  words  ending  with         136 


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